environmental security and peace
TRANSCRIPT
Master of Arts in Environmental Security and Peace
UPEACE Programme in South Asia, the Horn of Africa and the Middle East (UPSAM)
Environmental Security and Peace
Ucu Martanto
Advisor Jan Breitling
July, 2009
This curriculum is submitted in partial fulfilment of the requirements for the degree of Master of Arts, Environmental Security and Peace
University for Peace Universidad para la Paz
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Acknowledgments
These two curricula (Environmental Security and Peace and Forest, Land and Insecurity in
Indonesia) are a tiny little step in a long journey to understand the complexities of the interaction
between the environment and human activities in Indonesia. Therefore, bigger and more durable
steps are really needed to explore the complexities and, at the end, to improve the environment-
human relationship for the sake of bettering Indonesia’s future. Fortunately, although it seems a bit
late, a couple of years back, the Indonesian government and society’s awareness of environmental
degradation and sustainable development began to increase. They also realized that deforestation,
climate change, food insecurity, unsustainable land use, etc. exaggerate environmental
marginalization and environmental injustice and are non-traditional threats to national security.
Hence, these issues should be addressed in “non-traditional” policies.
These curricula have contributed to my intellectual journey, but are not the end of my ambition to
develop monumental works. My understanding of environmental security and peace studies is just
like a relationship; the more intimate I become with the subject matter, the better the quality of work
I produce.
I want to thank all faculty members of the department of Environmental Security and Peace at the
UN-mandated University for Peace, particularly Prof. Tom Deligiannis and Prof. Mahmoud Hamid,
who introduced me to environmental security studies. My deep appreciation is also given to Prof.
Rolain Borel (Head of Department), Prof. Gunta Aistara, and Prof. Mike Brklacich, who delivered a
comprehensive explanation of case studies related to environmental security studies.
These curricula are my final assignments of the stressful and delightful one-year Master’s programme
at UPEACE. Discussions and meaningful debates characterized my year at UPEACE, along with
ever-lasting friendships between me and my greatest classmates from around the world: Rafiqul
Islam, Stephan Ngonian, Oscar Alvarado, Oscar Portillo, Keely Collette, Alison Fishman, Nyabol
Deng, Helen Pent, Madeline Patterson, Manoj Mishra, NRSD students and NRP students. You are
the best friends and accompanied and refined my study in Costa Rica. Also, I cannot forget my
Costa Rican friends, Gretel Monge, Jacqueline Herrera and the Jimenez family.
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I also thank Victoria Fontan Ph.D and other colleagues of the UPSAM programme, Muhadi
Sugiono Ph.D. (Director of the Center for Peace and Security Studies at GMU) and all the UPSAM
fellows. My special thanks and deepest appreciation are given to my supervisors, Prof. Jan Breitling
and Alicia Cabezudo. Also, to the UPSAM editing team for passionately and tirelessly correcting my
curricula and other assignments.
Last but not least, these two curricula will be useful for the development of environmental security
studies and peace in Indonesia if they are utilized and disseminated by universities in Indonesia.
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Dedication
I dedicate these works to my beloved wife, Melati Dini Hari.
Thanks for your support, passion and love.
To my parents and brother and sister, thanks for supporting me to continue my
Master’s degree in Costa Rica.
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TABLE OF CONTENTS
Permission for Use of the Curriculum ........................................................................................ii Declaration of Academic Honesty ..............................................................................................iii Acknowledgements .....................................................................................................................iv Dedication ...................................................................................................................................vi I. Introduction .............................................................................................................................8
A. Global Context ..............................................................................................................8 B. National and Local Context ..........................................................................................9
II. Course Overview ....................................................................................................................11 A. Course Relevance ..........................................................................................................11 B. Course Overview ...........................................................................................................12
III. Main Goal and Objectives .....................................................................................................14 A. Main Goal ......................................................................................................................14 B. Objectives .....................................................................................................................14
IV. Session Contents ...................................................................................................................15 V. Intended Learning Outcomes ...............................................................................................17 VI. Methodology .........................................................................................................................17
A. Student-Centered Learning ..........................................................................................17 B. Strategies, Methods and Resources ..............................................................................18
VII. Learning Evaluation ...........................................................................................................22 A. Student Evaluation .......................................................................................................22 B. Course Evaluation..........................................................................................................22 C. Grading and Assessment .............................................................................................25
VIII. Sessions Outline .................................................................................................................25 A. Session Content: General .............................................................................................25 B. Teacher’s Manual ........................................................................................................33 Part One: Global Environmental Change (GEC) ...........................................................33
Sessions 1-5 Part Two: The Concept of Environmental Security .......................................................41
Sessions 6-9 Part Three: Indonesia: A Case Study .............................................................................45
Sessions 10-14 IX. Bibliography ........................................................................................................................52 X. Course Administrative ............................................................................................................61
I. Introduction
A. Global Context
It was roughly two decades ago when “new” movements and systems of thinking came to
dominate environmental concern. Thanks to the rapid evolution of technology, we have been
able to comprehensively understand the way the Earth system functions and affects human
activity. Through this consciousness, a novel perspective on the relationship between humans
and nature has risen and has been influencing policymakers and environmental scholars around
the world. There are at least two important aspects that have allowed this perspective to increase
human awareness over the last two decades (Steffen and Tyson, 2001: 4). First, there is the
growing awareness among human beings that the Earth is a single system within which the
biosphere is an active, essential component. Second, there is a growing awareness that every
human activity has consequences on the Earth‟s system at the local through global scales in a
complex, interactive, and accelerating way. In the same vein, humans have the capacity to adjust
within the Earth‟s system in order to escape from vulnerable circumstances that possibly threaten
their needs and development.
One decade ago, Barbara Adam published an interesting book called the Timescape of
Modernity. In her book she mentioned,
[…] contemporary environmental hazards make it difficult to conceive of
nature and culture as separate […] nature is inescapably contaminated by
human activity that is, by a way of life practiced and exported by industrial
society. (Adam, 1998: 24)
Her words are still relevant now if we follow recent news which is telling stories of
environmental hazards.
Our global economy is outgrowing the capacity of the Earth to support it. It started with
the industrial revolution and then over the past two centuries, traditional society changed into our
modern economic society that has rapidly increased both the human population and economic
wealth. A century ago, annual growth in the world economy was measured in billions of dollars.
Today it is measured in trillions.
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This change involved triggering the demand for resource consumption significantly in
several sectors; for example, land and marine agriculture, food and fresh water production,
industrial production, international commerce, migration and urbanization, and energy
production. We are consuming natural resources faster than they can regenerate. As a result, we
create pressures on goods and services (natural resources) provided by the environment.
As one field of multidisciplinary science, environmental security is not a new issue in
environmental science; rather, it is only more visible today. According to Deligiannis, the
practical applications of environmental and demographic concerns have been long accepted as
security concerns in high-level politics (Deligiannis, 2008a). Since they were clustered amongst
national security, there was almost no opportunity for public participation to shape and influence
government policies on those issues. Within the last two decades, however counter-discourses
over security that emphasize desecuritization have allowed the concept of security to expand and
become more diverse. These alternative discourses had lead to the birth of “new” concepts of
security, such as human security, economic security, social security, and environmental security,
usually called non-traditional security. These concepts of security have different characteristics
from their predecessor. One difference is there is not one sole institution which has political
responsibility for security. For example, international institutions, national and local
governments, and civil society organizations have political responsibility for human security and
environmental security.
What is new today about environmental security is the explicit use of the term and the
large body of research under the concept of environmental security that links environmental
change with insecurity (Deligiannis, 2008a). The other new factor is the institutionalization of
the concept of environmental security in the policy making process that allows non-
governmental organizations and international institutions opportunities to participate.
B. National and Local Context
A report called the Global Natural Disaster Risk Hotspot, published in 2005, placed
Indonesia as a disaster-prone country as well as the most vulnerable in the world (Center for
Hazard and Risk Research, 2005). Geologically, Indonesia‟s territory is located on four of the
major active tectonic plates in the world. This means Indonesia has hundreds of volcanoes, many
of them active, and is frequently hit by Earthquakes and tsunami. As an archipelago, Indonesia
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has almost 17,000 islands and is surrounded by the Pacific and Indian Oceans. Beside marine
resources and marine life richness, sea level rise caused by climate change can be a major threat
for coastal populations. Furthermore, a 2008 report from the National Disaster Management
Body (NDMB or Badan Nasional Penangulangan Bencana) shows that 343 disasters occurred in
Indonesia between the 2007 and 2008. Those disasters resulted in 245 deaths and forced more
than 647,281 people to become refugees (BNPB, 2008). Although the number of casualties has
decreased compared to the years of 2006 and 2007, the number of disasters is relatively static.
Moreover, the statistic from the NDMB report did not cover environmental degradation
caused by natural resource exploitation or other human-induced activities; for instance, the case
of mud-flow at Sidoarjo and the Newmont Minahasa Raya case. The mud-flow at Sidoarjo, East
Java, Indonesia has been steaming for more than two years. Since it was first observed as an
eruption on May 29th, 2006, the impacts of “Lusi” were not only devastating to socioeconomic
infrastructures, caused environment degradation and depletion, but also threatened people‟s
livelihoods in large areas in Eastern Java (Martanto, 2008a). Meanwhile, from the case of
Newmont Minahasa Raya, we saw environmental degradation from eight years of excavating
ore-bodies, ore processing to produce gold-ore, and waste disposal into seabed‟s; environmental
harm all caused by Newmont Minahasa Raya. Reports from the mass media and scientific
research emphasized the degradation of environmental quality and the dreadful conditions of
local people‟s health as well as their subsistence-based livelihood, particularly those who lived
surrounding the mining area (Martanto, 2008b).
Much thematic research conducted about environmental security shows that there is a
link between environmental degradation and social stress (Homer-Dixon and Blitt, 1998; Homer-
Dixon, 1999; Beachler, 1998: 24-44; Kahl, 2006). Almost all of these studies proved this
hypothesis to be true in developing countries. There are many hypotheses to answer why
developing countries are prone to social stress caused by environmental degradation. One of
them involves the obstacles or incapability embedded in developing countries to manage their
own environment; for instance, lack of environmental regulations, environmental governance,
and technical capacity. For these reasons, the application of environmental security is trying to
address those issues. This is in-line with the definition of environmental security outlined by the
Foundation for Environmental Security and Sustainability (FESS), which said environmental
security:
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[…] is a condition in which a nation or region, through sound governance,
capable management, and sustainable utilization of its natural resources and
environment, takes effective steps toward creating social, economic, and
political stability and ensuring the welfare of its population. (FESS, 2004:1)
Nevertheless, there is no university in Indonesian that provides environmental security
and peace courses in their Master‟s level programmes. Data from several leading universities in
Indonesia show only the incorporation or use of environmental security perspectives and theories
in the banner of environmental management and environmental conflict resolutions (Indonesia
University, 2009); environmental policy and law (Bogor Agronomic Institute, 2009);
environmental management and natural and environmental resources management (Gadjah Mada
University, 2009a); analysis on environmental impact (Gadjah Mada University, 2009b); and
environmental politics and ecological politics (Gadjah Mada University, 2009c). The lack of
environmental security discussions and experts is one weakness that Indonesia should address to
comprehensively investigate environmental conflicts or other social tensions caused by
environmental degradation.
II. Course Overview
A. Course Relevance
Global environmental change affects every human being on the planet, but the degree to
which the inhabitants in different parts of the world are vulnerable to this crisis depends on the
level of their capacity to produce an institutionalized social and technological ingenuity.
According to Homer-Dixon, ingenuity means the “idea applied to solve practical, technical and
social problems” (Homer-Dixon, 1999: 109). Furthermore, he explains:
[…] although environmental scarcity or crisis does not inevitably or
deterministically lead to social disruption and violent conflict, social and
technological ingenuity might be able to adapt to resource scarcity. It means that
human ingenuities (social and technological) are useful to minimize the risk of
environmental crisis. (Homer-Dixon and Blitt, 1998: 7)
People living in most developed countries are able to adapt and mitigate environmental
change, reducing their vulnerability to environmental crisis, because they succeed in producing
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ingenuities. On the other hand, people in developing countries are more vulnerable to
environmental crisis because they typically do not have enough capital availability to build social
and technological ingenuity.
Financial and human capital is essential for an adequate supply of ingenuity (Homer-
Dixon and Blitt, 1998: 8-9). Financial capital, for example, is useful to fund research for
adapting amongst environmental crisis or to build infrastructures that are needed for mitigating
disaster. Moreover, human capital (experts, scientists, researchers, engineers, and trained
government managers) are needed to produce appropriate actions for adapting and mitigating
environmental crises. However, as already mentioned, theses capitals are lacking in developing
countries, including Indonesia.
The relevance of this course comes from producing well-trained students on
environmental security issues and filling the gap created by the lack of human capital in
Indonesia. By the end of this course, well-trained students will have the capacity to develop
social and technological ingenuity in Indonesia. These students are also projected to become
disseminators of environmental security discourse in Indonesia.
B. Course Overview
This course is a non-compulsory course in the Peace and Conflict Resolution Master‟s
Programme at Gadjah Mada University, Indonesia. As an introduction course, the course will
familiarize students with the variety of natural and human-induced environmental changes at
global as well as local levels that affect human beings. The course will also provide a general
understanding of the diverse theories and perspectives in the field of environmental security
(Deligiannis, 2008b). By the end of this course, students will understand the direct and indirect
causes of environmental changes that affect human beings and will have the capacity to analyze
the relationship between environmental change, conflict and peace by employing environmental
security theories and perspectives.
Generally, the course will be developed in three parts. Similar to the Introduction to
Environmental Security and Peace course at the UN-mandated University for Peace, the first part
of this course will elaborate on the current and future global environmental change and it impacts
on human relationships and human interactions within the natural world (Delligiannis, 2008b).
The elaboration of global environmental change will review its impact, both on the global and
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local scale. The main purpose of drawing the relationship between global environmental changes
and human activity is to emphasize the interconnection between human vulnerabilities and
environment changes; this approach will foster student consciousness of the relationship between
global environmental change and security issues. The last session of this part will review theories
of violent conflict for framing security issues of global environmental change. This assumes
students are already familiar with a wide range of violent conflict theories.
The second part of this course will discuss the contentious definition of security and the
relevance of environmental security within security discourse. As a political concept and a
relatively new field of science, we find many definitions of environmental security. In this part,
students will be introduced to several definitions of environmental security which scholars and
policymakers use. Students will also be encouraged to explore the origins of each definition in
order to gain an insight to the implications surrounding each definition. In this part, we will
utilize the prolonged debate between Cornucopian vs. Malthusian, as well as environmental
scarcity vs. resource abundance. The objective of the debates is to encourage student
understanding of each basic argument.
The last part of this course attempts to bring the concept of environmental security closer
to the Indonesia context. This part also explores types of environmental conflict prevention,
resolution, and peacekeeping, based on environmental governance practices. Students will begin
to analyze the interaction between environmental stress and human security in the context of
Indonesia. This analysis will begin with several research-based cases as examples of
environmental stress linked with human security; this will stimulate students‟ sensitivities to the
relationship in the context of Indonesia. Finally, the end of the class will consist of group
presentations based on decided thematic issues (water conflict based on scarcity and abundance;
land degradation, desertification and deforestation; climate change; energy security; food
security; biodiversity loss; vulnerability to disaster; and urban environmental security). The
groups of students will decide on one of those themes to create a presentation to share with the
class.
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III. Main Goal and Objectives
A. Main Goal
B. Objectives
This main goal can be achieved by examining relevant aspects of environmental security.
Those aspects include:
1. Global environmental change and its impact on humanity. Students will become
familiar and aware of global environmental change in several areas: population
trends, land, biodiversity and forests; energy, global atmospheric change, and
pollution; and water, coastal and marine environments.
2. The nature of the environment. Students will learn the concepts of complexity, chaos,
non-linearity, extreme events, and uncertainty, which explain how the environment
operates.
3. Theories of violent conflict. Students will understand theories of violent conflict and
gain a capability to link those theories with the impacts of environmental change.
4. The concepts and theories of environmental security. Students will become familiar
with environmental security perspectives and theories.
5. Debates on environmental security. Students will understand the typology of
environmental conflict and become familiar with different approaches and
perspectives on environmental security. They will also become familiar with the
relationships between exploitation of natural resources and conflict.
6. The link between conflict and environmental change and scarcity. Students will
understand the links between environmental scarcity, social disruption and violent
conflict through an examination of case studies.
The main goal of the course is to produce well-trained students that have the capacity to
analyze the complex relationship between environmental change and human security
comprehensively and to be able to produce strong and appropriate recommendations.
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7. Livelihood insecurity, environmental stress, and causality. Students will become
aware of the conditions under which environmental stress may contribute to the
emergence or intensification of conflict.
8. Environmental governance. Students will become familiar with the potential for
environmental insecurity to catalyze peacebuilding and environmental cooperation.
9. Case study analysis. Students will become aware and have the capacity to analyze
environmental change and conflict in Indonesia and gain the ability to produce strong
recommendations.
IV. Session Content
Session 1. Global Environmental Change (GEC) – An Overview
This session will describe natural and anthropogenic causes of global
environmental change and the impact of global environmental change
on human beings.
Session 2. (GEC): Population Trends, Land, Biodiversity Issues, and Forests
This session will focus on the linkage between population growth and
environmental stress and the impacts of land degradation, biodiversity
loss, and deforestation to human security.
Session 3. (GEC): Energy, Global Atmospheric Change, and Pollution
This session will comprise of the current state of global atmospheric
change (a major cause of global environmental change) and energy
use. Those aspects are important to forecast future impacts of climate
change and formulate proper actions to address climate change.
Session 4. (GEC): Fresh Water and Coastal and Marine Environments
This session will describe the current conditions of water and coastal
and marine environments. Several case studies will be used to show
how human insecurity and violent conflict frequently occur in many
regions of the world, which are triggered by water conflict and coastal
and marine degradation.
Session 5. (GEC): Complexity, Chaos, Non-linearity, Extreme Events, and
Uncertainty
This session will describe the ecosystem theory of change, how nature
works, and how it can affect global environmental change. The pillar
concepts of complexity, chaos, non-linearity, extreme events, and
uncertainty are helpful to understand nature.
Session 6. Theories of Violent Conflict
This session will refresh students on several violent conflict theories
previously studied in past courses. The session will elaborate on
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specific violent conflict theories that have relation to environmental
issues. The structural, greed and grievance, and resource scarcity
theories are some that will be focused on.
Session 7. Midterm
Wrapping-up student understanding of global environmental change.
Session 8. Environmental Security: Concepts and Theories
This session will explain environmental security concepts and theories
and debates among scholars about the significant relationship between
environmental degradation and violent conflict.
Session 9. Scarcity vs. Resource Abundance: A Debate
This session will scrutinize a prolonged debate between two
mainstream theories in environmental conflict: resource scarcity and
resource abundance approaches.
Session 10. Research Linking Conflict to Environmental Change and Scarcity:
Case Study
This session will explore several studies that link conflict with
environmental change and scarcity. From these case studies, we will
scrutinize their methodology, theoretical framework, and conclusions.
Session 11. Livelihood Insecurity, Environmental Stress, and Causality
This session will draw linkages between livelihood insecurity,
environmental stress, and the causalities. The concept of vulnerability
will help students to understand the linkages. Mud-flow and the
Newmont Minahasa Raya events are the best case studies in Indonesia
to describe the linkages.
Session 12. Environmental Governance: Peacemaking and Cooperation
This session will explain the potential use of the environment for
generating peacemaking and cooperation. Case studies in South
America (Peace Park), Southeast Asia (Mekong River), and Africa
(Riparian State) will be used as case studies.
Session 13. Group Presentation (1): Case of Indonesia
Students will present their findings, analysis, and lessons learned for
their selected topic.
Session 14. Group Presentation (2): Case of Indonesia and Course Wrap-up
and Evaluation
Students will present their findings, analyses, and lessons learned for
their selected topic. The presentation will be followed by a course
wrap-up and evaluation.
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V. Intended Learning Outcomes
Upon the successful completion of this course, students will be:
1. Familiar with global environmental change and its impact on human beings.
2. Aware of the conditions under which environmental stress may contribute to the
emergence or intensification of conflict.
3. Able to understand the factors that influence the intensity and extent of environment-
related conflicts.
4. Familiar with the relationships between the exploitation of natural resources and conflict.
5. Able to make linkages between livelihood insecurity, poverty, environmental degradation
and conflict in the Indonesian context.
6. Have an overview of the potential for environmental insecurity to catalyze peacebuilding
and environmental cooperation.
7. Able to analyze and evaluate environmental insecurity in contemporary conditions.
VI. Methodology
A. Student-Centered Learning
This course is designed with the student-centered learning approach, in which the
learning process will be focused on the students‟ roles and participation. This means knowledge
is constructed by students and that the instructor is a facilitator of learning rather than a presenter
of information (O‟Neill and McMahon, 2005: 28). According to Burnard, the conception of
student-centered learning can be interpreted as “student[s] might not only choose what to study,
but how and why that topic might be [an] interesting one to study” (Burnard, 1999: 241).
In general, this course will adopt the main principles of student-learning. Those are:
The learner has full responsibility for her/his learning.
Involvement and participation are necessary for learning.
The relationship between learners is more equal, promoting growth and development.
The teacher becomes a facilitator and information resource.
The learner experiences confluence in his education (affective and cognitive domains
flow together).
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The learner sees himself differently as a result of the learning experience. (Brandes and
Ginnis, 1986)
Source: O‟Neill and McMahon, 2005: 29
During the course, the instructor will act as a facilitator by highlighting the general idea
and concept in every topic, such as global environmental change and the practical relevance of
the core concepts of environmental security through various case studies from cross-cutting
themes and different geographical regions. Meanwhile, students will have opportunities to
choose and develop the topics through their own approach or perspective. The instructor will
also encourage class discussion by posing questions related to the session‟s content.
B. Strategies, Methods, and Resources
The implementation of the student-centered learning concept in this course will lead to
several adjustments to teaching strategies and methods. In so doing, this course will employ four
strategies when delivering topics in class. These strategies are:
To make students more active for inquiring knowledge and skills.
To make the student more aware of what they are doing and why they are doing
it.
Focus on interaction.
Focus on transferable skills (Glasgow University, 2004).
These strategies will be transformed either through in-lecture or outside-lecture methods.
The outside-lecture method means that activities will be conducted outside the lecture session.
In-lecture method means that activities will be conducted during the lecture. Details about in-
lecture and outside-lecture methods will be explained in the tables below.
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Outside lecture methods:
Group presentation
In-class debate
Oral briefing
Peer evaluation
Reflection on learning
Written briefing note
Take home quiz
Final paper
In-lecture methods:
Seminar
Class discussion
Movie discussion
Newspaper discussion
Peer discussion
Role play/simulation
Round table talk
In order to deliver and support the strategies and methods of the course, resources are
needed. The resources can be either provided by the university or the student. Details about
strategies, methods, and resources can be seen in the table below.
Readings (required and supplementary literature): a compilation of literature from
book chapters, academic articles, and reports that cover session objectives.
Reading will help students to understand concepts, theories, debates, and the
newest information about the topic.
Movie: an audio visual resource that gives students an illustration of the topic.
The movie will be selected from films, seminar discussions/presentations, and
journal reports.
Newspaper: an article taken from the newspaper that discusses contemporary
issues or debates the topic.
Class U-shape: chair format in the class will be designed in a “U” shape. This
design is beneficial for distributing student-instructor power relations.
Audio-visual equipment will be used for playing a movie.
Board and marker will be used for presentation and lecture.
Computer/laptop will be used only for presentations and research.
Internet connection will be used only for research.
Paper will be used for presentations, role play, and in-class debate.
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Outside-Lecture Methods Table
Method What When
Final essay The final essay is an accumulation of student knowledge on the course that is based on
the readings, other sources, and the students‟ capacities to analyze contemporary
cases. The essay should comprise of supported data, the student‟s thoughts, ideas,
reflections, and analysis. Grades will be based on consistency of the student‟s
argument, theoretical framework, development and elaboration of ideas, and the
extent to which the paper is convincing, insightful, a persuasive analysis incorporating
material from the readings, and well written.
At the end of
course
Group presentation Students will form groups of about 3-4 to prepare and deliver a seminar. Presentations
will be based on suggested topics. Topic selection will occur during Session 7.
Student-led seminars will occur during sessions 13 and 14. A group mark will be
assigned for this component of the course and will be based on the group‟s
comprehension of the topic as well as the quality of the presentation.
Sessions 13 and
14
In-class debate The objective of debate is to assess student understanding and perspective of the
selected topic. Students will be divided into four groups based on selected topics.
Each student should use their selected perspective to build arguments on the topics.
Grading will be based on student understanding with regards to perspective,
consistency, evidence, and manner.
Session 9
Oral briefing This is the presentation of the student briefing note. Students can use any tools such as
power point, board, etc. that students may desire to use. The presentation should last
for at least 20 minutes, but no longer than 25 minutes. The briefing will allow the
student to demonstrate their capacity to review and appraise specific topics.
Sessions 2-5
Peer evaluation Peer evaluation is a participatory evaluation of student performance in the oral
briefing note and group presentation. Each student will fill out an evaluation form to
assess their colleague‟s performance while giving their briefing and group
presentation. The purpose of peer evaluation is not only to help the instructor evaluate
student performance, but also to test student understanding on every topic and
increase their ability to do assessment.
Sessions 2-5 and
sessions 13-14
Reflection on
learning
At the end of every session, students will write a key point learned during that session. At the end of
every session
Take-home quiz A quiz will be held as a replacement of the midterm examination. This will assess
students‟ overall understanding of the global environmental change presentations. The
quiz will be distributed on the same day of midterm schedule and students can answer
it at home. The quiz is due in 24 hours after it is distributed and must be submitted to
the instructor‟s email address.
Session 7
Written briefing
note
The briefing notes allow the students to demonstrate their capacity to review and
appraise specific topics. Each briefing must focus on a select topic drawn from
sessions 2 through 5. The briefing notes are due the same day of the presentation. The
briefing note must not exceed two pages, including tables and graphs.
Sessions 2-5
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In-Lecture Methods Table
Strategies, Methods, and Resources Table
Activities What When
Class discussion
on readings
Students will discuss required and supplementary readings. In order to reach quality
discussion, reading of the whole required and supplementary readings is a must.
Sessions 6, 8, 9,
10, 11, and 12
Movie discussion A movie will be presented during or after the lecture. The movie will help students to
understand the topic the instructor presented during the lecture session. After students
have watched the movie, a discussion related to the movie will follow.
Sessions 1, 5 and
10
Newspaper
discussion
The instructor will distribute an article from a newspaper. Students should grasp the
main point of the article and analyze it with concepts and theories learned in previous
sessions.
Sessions 2, 3, 4,
5, and 12
Peer discussion During the lecture, the instructor will pose several questions and students will discuss
them with his/her colleagues.
Sessions 3, 4,
and 11
Role
play/simulation
The instructor will pose a problem and students are encouraged to solve the problem in
groups. The instructor will divide student into several groups. Each member of the
group has their own role.
Sessions 6 and 11
Round table talks During the lecture, the instructor will ask for each student‟s opinion about the selected
topic. Each student will have their turn to explain their opinion.
Sessions 1, 6, 9,
10, 11, and 12
Seminar The instructor will give a lecture/presentation on a topic. Sessions 1, 2, 3,
4, 5, 8, 9, 11, and
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Strategies Methods
Resources Outside lecture In-lecture
To make the students more active in acquiring
knowledge and skills. - In-class debate
- Group presentation
- Oral briefing
- Seminar
- Class discussion on
readings
- Peer discussions
- Round table talks
- Movie discussion
- Newspaper discussion
- Readings
(required and
supplementary
literatures)
- Movie
- Newspaper
- Class U-shape
- Audio-visual
equipment
- Board and marker
- Computer/laptop
- Projector
- Internet
connection
- Paper
To make the students more aware of what
they are doing and why they are doing it. - Peer evaluation
- Written briefing note
- Take-home quiz
- Reflection on learning
- Final essay
- Seminar
- Class discussion on reading
- Peer discussions
- Newspaper discussion
Focus on interaction. - Peer evaluation
- Group presentation
- Oral briefing
- In-class debate
- Seminar
- Class discussion on reading
- Round table talks
- Role play
- Movie discussion
Focus on transferable skills. - In-class debate
- Group presentation
- Take-home quiz
- Final essay
- Reflection on learning
- Seminar
- Class discussion on reading
- Role play
- Movie discussion
- Newspaper discussion
22
VII. Learning Evaluation
The learning evaluation objective is to help students and the instructor understand the
process in which they are engaged in and identify themselves within the objective of the course.
In this course, there will be two kinds of evaluation. The first is student evaluation and the
second is course evaluation.
A. Student Evaluation
Generally, students will be graded by the instructor based on individual performance in
every assignment (instructor-based grading). However, in order to produce unbiased evaluations,
there will also be participatory evaluations (student peer review). Participatory evaluation is a
collective assessment of the learning processes of the students. The objectives of participatory
evaluations are to evaluate students‟ expertise on the subject, facilitate student-instructor
collaboration, and share decision-making to increase utilization of evaluation results (Paulmer,
2005: 19). The instructor will distribute an evaluation form to be filled out by the students in
order to assess other student‟s individual presentations (oral briefing) and group presentations.
There are three levels to be measured in the student evaluation:
Engagement – student attendance in every session and student participation in every
discussion. The evaluation will be based on participation and attendance components.
Learning – the increased level of student knowledge or capability, analytical capacity of
the case study, and quality of participation. The evaluation will be based on participation
and assignments (briefing note, quiz, and final paper).
Communication – academic presentation and communication skill. The evaluation will be
based on oral briefings and group presentations.
B. Course Evaluation
Course evaluations will be conducted twice, at the beginning of class (as a prospective
evaluation) and at the end of class (as a summative evaluation).
Prospective evaluation. The aim of a prospective evaluation is to evaluate the scenario of
the course and whether it fits with course outcomes. The evaluation will comprise of
course methods, resources, and assignments.
23
Summative evaluation. The aim of a summative evaluation is to determine the
achievement of the anticipated outcome and assess whether the main goal was realized or
not (IPDET, 2007: 14). In this evaluation, students will be asked about their thoughts and
opinions about the course and instructor. There will be reflection on learning at the end of
every session and a course evaluation form to be filled at the end of the course.
C. Grading and Assessments
Student performance will be assessed according to the following exercises and
assignments:
Components Value Time/Deadline
Individual briefing note (2 pages) 10% Sessions 1-6
Quiz 15% Midterm
In-class debate 10% Session 10
Participation in seminar discussion 30% Assessed throughout course,
including attendance
Group presentation 15% Sessions 13-14
Final essay (max. 2,500 words) 20% Due one week after the end of
the class
Grading System
Cumulative Grade Letter Grade
95 – 100 A
90 – 94 A-
87 – 89 B+
83 – 86 B
80 – 82 B-
77 – 79 C+
73 – 76 C
70 – 72 C-
60 – 69 D
59 or below F
There will be six assignments during the course.
1. In-class participation: Participation will be assessed according to the following criteria:
attendance in class, active participation in seminar discussions and activities, and quality of
participation. Quality of participation involves respect for other seminar participants, serious
engagement with the views of others, articulation of thoughts on the issues, contributions to
24
discussions, and mastery of the seminar readings. Attendance is mandatory. Absences will
negatively affect final course grades.
2. Individual Briefing Note: The briefing notes allow the students to demonstrate their
capacity to review and appraise specific topics. Each briefing note must focus on a selected
topic drawn from sessions two through five. The briefing notes are due the same day as the
presentation. Briefing notes must not exceed two pages, including tables and graphs. The
written briefing will be distributed to the class and followed up with a presentation (oral
briefing), using any tools such as power point, board, etc. that students desire to use. This
presentation should last at least 20 minutes, but no longer than 25 minutes. The grading will
be based on peer evaluation and instructor evaluation.
3. Take home quiz: A quiz will be held as a replacement of the midterm examination. This will
assess students‟ overall understanding of the global environmental change presentations. The
quiz will be distributed on the same day of the scheduled midterm and students can answer it
at home. The quiz is due 24 hours after it is distributed and must be submitted to the
instructor‟s email address.
4. In-class debate: The objective of debate is to assess student understanding and perspective
on selected topics. Students will be divided into four groups based on selected topics. Each of
the students should use their selected perspective to build arguments on the topics. Grading
will be based on student understanding of the perspective, consistency, evidence, and
manner.
5. Group presentation: Students will form groups of 3 to 4 to prepare and deliver a seminar.
Presentations will be based on suggested topics. Topic selection will occur during session 7.
Student-led seminars will occur during sessions 13 and 14. A group mark will be assigned for
this component of the course and will be based on the group‟s comprehension of the topic as
well as the quality of the presentation. The grading will be based on peer evaluation and
instructor evaluation.
6. Final essay: The final essay is an accumulation of student knowledge of the course, based on
readings, other sources, and the student‟s capacity to analyze contemporary cases. The final
will be a take home essay that should be submitted no later than 11:59 pm, a week after the
last session. Students are required to write at least 2,500 words. The essay should comprise of
supported data, and student thoughts, ideas, reflections, and analysis. Grades will be based on
25
consistency of arguments and theoretical framework, development and elaboration of ideas,
the extent to which the paper is convincing, insightful, a persuasive analysis incorporating
the readings, and well written.
If circumstances beyond a student‟s control (e.g. illness) results in a late submission and
the circumstances are verified in writing by a third party (e.g. medical certificate) within two
days of the due date, a new due date will be determined and no late penalty will be assessed.
Otherwise, late submissions will be penalized by the equivalent of a grade point per day.
VIII. Session Outline
A. Session Content: General
What is global environmental change? In a general definition, global environmental
change can be defined as the changing of the physical, chemical, and biological Earth system.
Global environmental change can affect the ability of the Earth to sustain human life. Global
environmental changes are also changes that occur locally, such as changes in the productivity or
function of rural/urban ecosystems. However, these changes can become so widespread that they
result in global change.
Global environmental change is a completely natural phenomenon. Since it is a natural
phenomenon, some people ask, “Why should we be concerned with global environmental
change?” There are two main ways to answer this question. The first is human-induced changes
have grown to equal the scale of natural changes and further change may occur very rapidly. The
second is the magnificent growth of the human population in the last two centuries.
26
Figure: Human Population Growth Over Time
Source: http://www.globalchange.umich.edu/globalchange2/current/lectures/human_pop/human_pop.html
Only 57 years after 1950, the human population grew more than double from 2.5 billion
to 6.6 billion (UN Secretariat, 2007: 7). This amount of growth has never happened before in the
history of human civilization. As can be predicted, demand on environmental goods and services
grew in-line with human population. Following the extraordinary human growth, scientists began
questioning what the impacts of this growth to the environment and Earth system could be.
Since the beginning of human history on Earth, there have been no human activities able
to force or influence the dynamics of the Earth‟s system. But, in recent times, human‟s
fingerprint is becoming more abundantly seen on the global atmosphere, the world oceans, and
the land of all continents. Scientific findings on the recent content and dynamic of
biogeochemical cycles on the Earth, compared with the Old Stone Age until the Middle Ages,
concludes that human activities have had an influence on the natural dynamics of the Earth
system. It is not too excessive if, based on their long and sophisticated studies, scientists
conclude that human activity now equals or surpasses nature in several biogeochemical cycles
(Steffen, Tyson, 2001: 4). Paul Crutzen and Eugene Stoermer have the perfect term to describe
this current state. These scholars say we are now in the Antropocene Era; an era of which human
activities become significant drivers, both direct and underlying, of global environmental change.
From the figure above, we see an extreme population growth over two centuries. We
have also seen that the total economic wealth has grown rapidly. These trends will keep growing
27
in the future. On the other side, these factors have created a massive demand on global natural
resources to fulfill human consumption; either for human basic needs such as food, water, health,
and energy or recreational needs. In a vivid description, Steffen says:
[…] while the global population more than doubled in the second half of the
last century, grain production tripled, energy consumption quadrupled, and
economic activity quintupled. (Steffen and Tyson, 2001: 13)
One factor that should be taken into consideration, but is hard to differentiate, is who is
responsible for global environmental change, since developing countries are having an increased
impact on resource and environmental depletion.
Assuming that fertility levels continue to decline, the United Nations forecasts, in a
moderate variant, that there will be 9.2 billion people on Earth in 2050 and increasing by about
30 million persons annually (UN Secreatriat, 2007: 8). The rising population on Earth will
increase pressure on natural resources and threaten the quality of living standard. Water
shortages, pollution, forest conversion, food scarcity, air pollution, soil exhaustion, and green
house effects are several major impacts of population growth on the environment. Furthermore,
too much pressure on natural resources can instigate serious security problems.
Goldstone‟s study draws a relationship between demographics, environmental change,
and security problems. Demographic and environmental change, says Goldstone, can produce
security problems in two different ways. First, violent environmental/demographic insecurity
reflects the impact of demographic and environmental change on traditional security. Second,
non-violent environmental/demographic security reflects a change in the environment or
population that has consequences on international borders and becomes an international security
issue, even if armed violence is unlikely (Goldstone, 2001: 84).
The growing human population has also affected land and soil quality, biodiversity, and
forest cover. For example, in order to fulfill food needs, humans will maximize their land and
create pressure on soil quality. On the other side, humans often make harmful decisions only
combating short-term concerns by converting forests to agriculture areas. This kind of action will
greatly impact forest services and endanger biodiversity in the forest. Edward Wilson, an
American biologist, gave a good description on forest and biodiversity linkages when he
delivered a slide show about the effects of habitat fragmentation on forest biodiversity at the U.S.
Senate on April 28, 1998. He said:
28
[…] now when you cut a forest, an ancient forest in particular, you are not
just removing a lot of big trees and a few birds fluttering around in the
canopy. You are drastically imperiling a vast array of species within a few
square miles of you. The number of these species may go to tens of
thousands [....] Many of them are still unknown to science, and science has
not yet discovered the key role undoubtedly played in the maintenance of
that ecosystem. (Wilson, 1998)
From this point, there will be a global challenge on how to improve human living
standards amongst the fast-growing world population without endangering land and soil,
biodiversity and forests.
The Intergovernmental Panel on Climate Change (IPCC) defines climate change as any
change in climate over time, whether due to natural variability or as a result of human activity.
Human climate change studies have been growing rapidly since the IPCC launched their first
report in 1991. Their studies have been moving forward from mono-disciplinary to
interdisciplinary research. IPCC findings in a 2007 report say there has been a significant rise of
carbon dioxide, methane, and nitrous oxide as a result of human activities since 1750.
Furthermore, the IPCC argued that this increase is due principally to fossil fuel use and land use
change, while those of methane and nitrous oxide are primarily due to agriculture (IPCC, 2007:
2).
Climate change is known as a macro-driver of environmental changes. Rising sea levels,
coastal erosion, declining precipitation and soil moisture, increased storm intensity, devastating
marine life, and species migration are several impacts of climate change that create risks to
human security. Barnett argues in his article that the impacts of climate change on social-
ecological systems will be experienced through both changes in mean conditions (such as
temperature, sea-level, and annual precipitation) over long-time scales and through increases in
the intensity and frequency of floods, droughts, storms and cyclones, fires, heat waves, and
epidemics (Barnett and Adger, 2007: 640).
There are two mainstream discourses and one alternative discourse on how to deal with
climate change. The first two discourses are the managerial and profligacy discourses. The
managerial discourse believes that climate change is a reality and cannot be avoided; this concept
is already proved by scientific facts. Therefore, actions should be taken in the framework of
human adaption to the changed climate and it consequences. The profligacy discourse shares the
29
belief of the inevitability of climate change with the managerial discourse. However, profligacy
supports that developed countries should take greater responsibilities because they produce more
emissions then developing countries. Besides the discourse relying on scientific science, it also
incorporates moral considerations. One of these considerations lies within the denial discourse,
which says that climate change is not a problem and human beings have the natural capacity to
adapt to climate change and its implications (Adger, et al., 2000: 21-22).
Energy use since the Industrial Revolution era is a significant contributor to the carbon
dioxide concentration in the atmosphere. Carbon dioxide mainly comes from fossil fuel use and
land use change, providing a smaller contribution. The IPCC recorded annual fossil carbon
dioxide emissions increased from an average of 6.4 {[6.0 to 6.8] GtC (23.5 [22.0 to 25.0]
GtCO2)} per year in the 1990s to 7.2 {[6.9 to 7.5] GtC (26.4 [25.3 to 27.5] GtCO2)} per year in
2000–2005 (2004 and 2005 data are interim estimates) (IPCC, 2007: 2).
No one can disagree that water is a vital element for human beings and ecosystems.
Water is also important for maintaining socioeconomic development and political stability. In
recent decades, many countries are experiencing fresh water scarcity. This shortage has
transpired not only because of natural phenomenon, but also from unequal access and unequal
distribution of water resources. Naturally, fresh water is a finite resource and distributed
disproportionately in every country. Because of their geography and topography, some countries
have many sources of fresh water from, for instance, glaciers, watersheds, or aquifers. However,
other countries experience fresh water scarcity or are forced share with other countries to get
fresh water. The case of riparian states in all regions is the best to describe the disproportioned
distribution of fresh water in every country.
History tells us how water availability in all regions has shaped social, economic, and
political relationships between communities, and it is even becoming the root of modern
hydrology. But, in recent decades many phenomena, both natural and human-induced, show an
incredible change of water (fresh water) availability. Climatic change has made the volume of
Lake Chad in Central Africa decline drastically. Now, according to satellite images, the volume
is only one-twentieth of its previous size. The shrinking lake, of course, has had a substantial
impact on the local populations.
Relying on the IPCC report, climate change has become a serious human security threat
in our contemporary era. Moreover, some scientists, based on sophisticated research projects,
30
believe climate change may increase the risk of violent conflict. Nevertheless, the question that is
often raised is how climate change can affect human security or perpetuate violent conflict and
how to effectively deal with climate change.
During the Cold War, military threats to national security were dominated by military
invasions of other nations. At that time, security studies concentrated on the military approach of
anticipating military threats and maintaining national security. With the end of the Cold War,
there have been numerous suggestions from academics and policy makers on security studies.
They find threats to national security today mostly from non-military threats. Based on this
argument, there should be an attempt to reinterpret or redefine the notion of security. Emma
Rothschild proposed extending the security area. This means that the security of a nation should
cover political security, economic and social security, military security, and environmental
security (Rothschild, 1995: 53).
The term „human security‟ was officially used by the United Nations Development
Program (UNDP) in 1994; however, this relatively new concept of human security has received
incredible attention from academics and policy makers around the world. This concept has
attracted this attention because human security was seen as a breakthrough, because it recognizes
that human beings as well as groups are severely threatened even in situations where the
existence of the state was not threatened by other states or interstate war. There are a few main
aspects of human security. First is safety from such chronic threats as hunger, disease, and
repression. Second, human security means protection from sudden and hurtful disruptions in the
patterns of daily life – whether in homes, in jobs or in communities (UNDP, 1998: 23). Human
security comprises of seven specific elements of security: economic security, food security,
health security, environmental security, personal security, community security, and political
security (UNDP, 1998: 23).
The study of global environmental change tries to create a linkage between human
vulnerability and human insecurity. These studies measure the impact of global environmental
change, such as land degradation, water scarcity, deforestation, biodiversity loss, and
atmospheric change to human insecurity. There are at least three aspects of measurement to
connect global environmental change to human insecurity: first, the impacts of global
environmental change within the population; second, the potential impacts of global
31
environmental change to the population; third, the capacity of the population to mitigate and
adapt to the impacts of global environmental change.
As one field of multidisciplinary science, environmental security is not a new issue in
environmental science, but rather, is more visible today. According to Deligiannis, since the end
of the Cold War, the term environmental security has been used many times to refer to six
domains:
1) Environmental degradation or depletion as a threat to human health and human well-
being stemming from disease; declining standards of living; declining agricultural
productions; pollution; and economic instability and decline.
2) The military‟s impact on the environment. Environmental degradation or depletion
stemming from armed conflicts and the disposal of military waste.
3) Environmental scarcity as a cause of political instability or violent conflict, climate
change induced impacts, and the exploitation of the locally abundant resources.
4) Institutional infringement on the principle of sovereignty to mitigate environmental
degradation. This includes international agreements in which the objective is for
environmental protection like the Montreal Ozone Protocol or the Kyoto Pact.
5) Military and defense intelligence institutions. Using military and defense equipment and
technology to monitor and enforce international environmental agreements; gathering,
analyzing, and disseminating scientific data on the national environment; responding to
and mitigating environmental crises and disasters; implementing environmental
sustainability programmes; and protecting national parks and reserves.
6) Environmental peacebuilding, including building peace and dialogue through
environmental cooperation, preventing conflicts directly related to the environment, and
building sustainable peace through sustainable development and good environmental
management (Deligiannis, 2008a).
From the environmental scarcity and violent conflict perspective, mainly promoted by the
Toronto School, these pressures could turn into resource scarcity that can cause social disruption
and violent conflict. Homer-Dixon, one of the leading scholars from the Toronto School and a
proponent of the Neo-Malthusian perspective said that environmental scarcity can happen
simultaneously in three different ways. Those ways include supply-induced scarcity, demand-
32
induced scarcity, and structural-induced scarcity. Supply-induced scarcity means the capacity of
the environment to produce goods and services which are threatened because of environmental
degradation and depletion. Demand-induced scarcity is caused either by human population
growth or a per capita increase in consumption of the resources. Structural-induced scarcity
happens because of the inability of political and social structures to distribute resources equally,
or if there is a resource concentrated amongst a small particular group of the population with
resource shortages amongst the rest of population (Homer-Dixon and Blitt, 1998: 5-6).
Meanwhile, the environmental scarcity resource abundance perspective believes that conflict
over natural resources often occurs in natural resource-rich countries if there is no proper
regulation and governance to control competition over natural resource. A prolonged debate
between these two perspectives is one of central issues in environmental security.
33
Teacher’s Manual
Part One: Global Environmental Changes (GEC)
Session: No. 01: Global Environmental Change (GEC) – An Overview
Session content This session will describe natural and anthropogenic causes of global
environmental change and the impacts of global environmental change on human
beings.
Objectives Students will become aware and familiar with global environmental change and
understand the processes of the whole course.
Outcome Familiarity with global environmental change and its impact on human beings.
Methods and time
allocation
Lecture seminar: 60 minutes
Round table talk: 20 minutes
Break: 15 minutes
Movie discussion: 85 minutes
Reflection on learning: 3 minutes
Resources Reading, power point presentation, audio-visual equipment, and film (An
Inconvenient Truth).
Evaluation Engagement evaluation and reflection on learning.
Required Readings:
Millennium Ecosystem Assessment., Eco-Systems and Human Well-Being: Synthesis.
Washington DC: Island Press, 2005. The report is available on the web at:
<http://www.millenniumassessment.org/proxy/document.356.aspx>.
Homer-Dixon, Thomas. “Environmental Scarcity,” Chapter 4 in Environment, Scarcity, and
Violence. Princeton, New Jersey: Princeton University Press, 1999, 47-55.
Steffen, Will and Tyson, Peter. “Global Change and the Earth System: A Planet Under Pressure”.
IGBP Science No. 4. International Geo-spare and Bio-spare Programme, 2001.
Supplementary Readings
World Resources Institute, World Resources 2002-2004, “Data Tables”. Washington D.C.:
World Resources Institute, 2003, 246-283.
McDowell, F. Patricia, Webb III, Thompson and Bartlein, J. Patrick. “Long-Term Environmental
Change,” Chapter 9 in The Earth as Transformed by Human Action: Global and Regional
Changes in the Biosphere over the Past 300 Years, edited by Turner, B.L. II, W.C. Clark,
R.W. Kates, J.F. Richards, J.T. Mathews, and W.B. Meyer. Cambridge: Cambridge
University Press, 1990, 143-162.
34
Session: No. 02. (GEC): Population Trends, Land Degradation, Biodiversity
Loss, and Forests Session content This session will focus on the linkages between population growth and
environmental stress as well as the impacts of land degradation, biodiversity loss,
and deforestation on human security.
Objectives Students will become aware and familiar with global population trends, land,
biodiversity, and forests.
Outcome Familiarity with global environmental change and its impact on human beings.
Method and time
allocation
Lecture seminar: 20 minutes
Newspaper discussion: 30 minutes
Oral briefing and peer evaluation: 30 minutes
Break: 10 minutes
Oral briefing and peer evaluation: 90 minutes
Reflection on learning: 3 minutes
Resources Power point, newspaper, board, marker, and paper.
Evaluation Engagement, learning, communication, participatory evaluation, and reflection
on learning.
Required Readings:
Population
United Nations Population Fund (UNFPA), State of the World Population 2008: Reaching
Common Ground: Culture, Gender, and Human Right. New York: United Nations, 2008.
Available at http://www.unfpa.org/swp/2008/presskit/docs/en-swop08-report.pdf
Cohen, E. Joel. “Human Population: The Next Half Century,” Science, Volume 302, 14 Nov.
2003: 1172-1175.
Cohen, E. Joel, “People Control the Growth of Human Populations,” Chapter 4 in How Many
People Can the Earth Support? New York: WW Norton, 1995, 46-75.
Land
United Nations Environment Program, “Land,” Chapter 3 in Global Environmental Outlook 4.
London: Earthscan, 2007, 81-114. Available at
http://www.unep.org/geo/geo4/report/03_Land.pdf
Lambin, F. Eric., et al. “The Causes of Land-Use and Land Cover Change: Moving Beyond The
Myths.” Global Environmental Change, 11(4), 2001: 261-269.
Pimentel, David. “Soil Erosion: A Food and Environmental Threat,” Environment, Development,
and Sustainability, Volume 8, No. 1 (February 2006): 119-137.
Biodiversity
United Nations Environment Program, “Biodiversity,” Chapter 5 in Global Environmental
Outlook 4. London: Earthscan, 2007, 157-194. Available at
http://www.unep.org/geo/geo4/report/05_Biodiversity.pdf
World Resources Institute, “Data Tables: Biodiversity and Protected Areas,” in World Resources
2002-2004. Washington D.C.: World Resources Institute, 2003, 254-258.
Carl Folke, C. S. Holling, and Charles Perrings, “Biological Diversity, Ecosystems, and the
Human Scale,” Ecological Applications, Vol. 6, No. 4, 1996: 1018–1024.
35
Forest
United Nations Environment Program, “Forests,” Chapter 2 in Global Environmental Outlook 3.
London: Earthscan, 2002, 90-119. Available at
http://www.unep.org/geo/geo3/english/pdfs/chapter2-3_forests.pdf
FAO, “Forest Resources,” in State of the World’s Forests: 2007. Rome: FAO, 2006, 1-19. Full
text available on the web: ftp://ftp.fao.org/docrep/fao/009/a0773e/a0773e.zip
Geist, J. Helmut and Lambin, F. Eric. “Proximate Causes and Underlying Driving Forces of
Tropical Forest Deforestation,” BioScience, 52(2), February 2002: 143-150.
Supplementary Readings
United Nations, Economic and Social Affairs, World Population in 2300, Proceedings of the UN
Expert Meeting on World Population in 2300, March 24, 2004, 1-26. Also, examine the
tables in the Annexes.
<http://www.un.org/esa/population/publications/longrange2/Long_range_report.pdf>.
Simon, David. “Cities and Global Environmental Change: Exploring the Links,” The
Geographical Journal, 173(1), March 2007: 75-92.
Secretariat of the Convention on Biological Diversity, Global Biodiversity Outlook 2. Montreal:
Secretariat of the Convention on Biological Diversity, 2006.
Mather, S. Alexander. “Assessing the World‟s Forests,” Global Environmental Change, 15(3),
October 2005: 267-280.
FAO, Global Forest “Resources Assessment 2005: Progress Towards Sustainable Forest
Management”. FAO Forestry Paper 147. Rome: FAO, 2005.
36
Session: No. 03: (GEC): Energy, Global Atmospheric Change, and Pollution
Main content This session will explore the current state of global atmospheric change, a
major cause of global environmental change, and energy use. These aspects are
important to forecast future impacts of climate change and to formulate proper
actions for dealing with climate change.
Objectives Students will become aware and familiar with global energy use and alternative
energy, global atmospheric change, and pollution.
Outcome Familiarity with global environmental change and its impact on human beings.
Methods and time
allocation
Lecture seminar: 40 minutes
Newspaper discussion: 50 minutes
Break: 15 minutes
Oral briefing and peer evaluation: 60 minutes
Peer discussion: 15 minutes
Reflection on learning: 3 minutes
Resources Power point presentation, newspaper, board, marker, and paper.
Evaluation Engagement, learning, communication, participatory evaluation, and reflection
on learning.
Required Readings:
Energy
Vaclav Smil, “Long-term Trends and Achievements,” Chapter 1 in Energy at the Crossroads:
Global Perspectives and Uncertainties. Cambridge, Mass.: The MIT Press, 2003, 1-62.
Churchill, A. A. “Energy Demand and Supply in the Developing World, 1990-2020: Three
Decades of Explosive Growth,” in Proceedings of the World Bank Annual Conference on
Development Economics, edited by M. Bruno and B. Pleskovic. Washington, DC: World
Bank, 1994, 441-62.
International Energy Association, World Energy Outlook 2007: China and India Insight. Paris,
IEA, 2007: Chapter 1, “Global Energy Trends,” & Chapter 4, “The World‟s Energy
Security,” 73-114 & 159-187. Report can be downloaded from the web: <
http://www.iea.org/textbase/nppdf/free/2007/weo_2007.pdf>.
Global Atmosphere and Pollution
Alexander, Susan, S. Schneider, and K. Lagerquist, “The Interaction of Climate and Life,” in
Chapter 5, Nature’s Services: Societal Dependence on Natural Ecosystems, edited by
Gretchen C. Daily. Washington DC: Island Press, 1997, 71-92.
United Nations Framework Convention on Climate Change (UNFCCC), Climate Change
Information Kit. UNFCCC, 2002. Full text also available for download from:
<http://unfccc.int/resource/iuckit/infokit_02_en.pdf>.
IPCC, “Summary for Policymakers,” in Climate Change 2007: The Physical Science Basis.
Contribution of Working Group I to the Fourth Assessment Report of the
Intergovernmental Panel on Climate Change, edited by Solomon, S., D. Qin, M.
Manning, Z. Chen, M. Marquis, K.B. Averyt, M.Tignor and H.L. Miller. Cambridge,
United Kingdom and New York, NY, USA Cambridge University Press, 2007.
Available at http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Print_SPM.pdf
37
IPCC, “Summary for Policymakers,” in Climate Change 2007: Impacts, Adaptation and
Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the
Intergovernmental Panel on Climate Change, edited by M.L. Parry, O.F. Canziani, J.P.
Palutikof, P.J. van der Linden and C.E. Hanson. Cambridge, UK Cambridge University
Press, 2007. Available at http://www.gtp89.dial.pipex.com/spm.pdf
IPCC, “Summary for Policymakers,” in Climate Change 2007: Mitigation. Contribution of
Working Group III to the Fourth Assessment Report of the Intergovernmental Panel on
Climate Change, edited by B. Metz, O.R. Davidson, P.R. Bosch, R. Dave, L.A. Meyer.
Cambridge, United Kingdom and New York, NY, USA Cambridge University Press,
2007. Available at http://www.ipcc.ch/SPM040507.pdf
Supplementary Readings:
Chow, Jeffrey. et.al, “Energy Resources and Global Development,” Science, Volume 302, 28
Nov. 2003: 1528-1531.
Energy Information Administration. International Energy Outlook: 2008. U.S. Department of
Energy, Washington, DC: USGPO, June 2008. Available at
http://www.eia.doe.gov/oiaf/ieo/pdf/highlights.pdf
REN21 Renewable Energy Policy Network. Renewable Global Status Report: 2006 Update.
Paris: REN21 Secretariat and Washington, DC: Worldwatch Institute.
http://www.ren21.net/globalstatusreport/download/RE_GSR_2006_Update.pdf
Barnett, Jon. “Security and Climate Change,” Global Environmental Change, 13(1), (2003): 7-
17.
United Nations Environment Program. “Atmosphere: Global Overview.” Chapter 2 in Global
Environmental Outlook 4. London: Earthscan, 2007, 39-80. Available at
http://www.unep.org/geo/geo4/report/02_Atmosphere.pdf
Ozone Secretariat, United Nations Environment Program. “Environmental Effects of Ozone
Depletion: 2002 Assessment,” Executive Summary in Journal of Photochemistry and
Photobiology B: Biology, Issue 2: ix; 1-4; and I-IV, 2003. Available at:
http://www.gcrio.org/UNEP2002/5unep2002ExecSumm.pdf
38
Session: No. 04: (GEC): Fresh Water and Coastal and Marine Environments
Main content This session will describe the current condition of water and coastal and marine
environments. Several case studies will show how human insecurity and violent
conflicts frequently occur in many regions of the world and are triggered by
water conflict and coastal and marine degradation.
Objectives Students will become aware and familiar with water issues and coastal and
marine environments.
Outcome Familiarity with global environmental change and its impact on human beings.
Methods and time
allocation
Lecture seminar: 40 minutes
Newspaper discussion: 50 minutes
Break: 15 minutes
Oral briefing and peer evaluation: 60 minutes
Peer discussion: 15 minutes
Reflection on learning: 3 minutes
Resources Power point, newspaper, board, marker, and paper.
Evaluation Engagement, learning, communication, participatory evaluation, and reflection
on learning.
Required Readings:
Fresh Water
Millennium Ecosystem Assessment. “Freshwater” & “Inland Water Systems”, Chapter 7 & 20 in
Ecosystems and Human Well-Being: Current State and Trends, Volume 1 Washington
D.C.: Islands Press, 2005, 165-207 & 551-583.
United Nations Environment Program, “Freshwater.” Chapter 4 in Global Environmental
Outlook 4. London: Earthscan, 2007, 115-156. Available at
http://www.unep.org/geo/geo4/report/04_Water.pdf
Rosegrant, Mark. et.al. “Water Resources and Food Production” & “Implications for the Future:
Meeting the Challenge of Water Scarcity,” Chapter 1 & 9 in World Water and Food to
2025: Dealing with Scarcity. Washington D.C.: International Food Policy Research
Center, 2002, 1-12 & 197-207.
Coastal and Marine Environment
Food and Agriculture Organization of the United Nations (FAO), “Part 1: World Review of
Fisheries and Aquaculture,” in The State of World Fisheries and Aquaculture: 2008.
Rome: FAO, 2009, 3-81. Available at ftp://ftp.fao.org/docrep/fao/011/i0250e/i0250e.pdf
Millennium Ecosystem Assessment, “Marine Systems” & “Coastal Systems,” Chapter 18 &19 in
Ecosystems and Human Well-Being: Current State and Trends, Volume 1 Washington
D.C.: Islands Press, 2005, 477-511 & 513-549.
Pauly, Daniel, et.al. “The Future of Fisheries,” Science, Volume 302, 21 Nov. 2003: 1359-1361.
Weber, Peter. “Facing Limits in Oceanic Fisheries, Part II: The Social Consequences,” Natural
Resources Forum 19, no. 1 (1995): 39-46.
39
Supplementary Readings:
Falkenmark, Malin. “The Greatest Water Problem: The Inability to Link Environmental Security,
Water Security and Food Security,” The International Journal of Water Resources and
Development, (17)4, 2001: 539–554.
Gleick, H. Peter. “Basic Water Requirements for Human Activities: Meeting Basic Needs,”
Water International, 21 (1996): 83-92. Available at
http://www.pacinst.org/reports/basic_water_needs/basic_water_needs.pdf
Pauly, Daniel, et.al. “Toward Sustainability in World Fisheries,” Nature, Volume 418, 8 August
2002: 689-695.
Duetsch, Lisa, et al. “Feeding Aquaculture Growth Through Globalization: Exploitation of
Marine Ecosystems for Fishmeal,” Global Environmental Change, 17, 2007: 238-249.
40
Session: No. 05: (GEC): Complexity, Chaos, Non-linearity, Extreme Events,
and Uncertainty
Main content This session will describe the ecosystem theory of change, how nature works,
and how it can affect global environmental change. The pillar concepts of
complexity, chaos, non-linearity, extreme events, and uncertainty are helpful to
understand nature.
Objectives Students will understand how nature works.
Outcome Familiarity with global environmental change and its impact on human beings.
Methods and time
allocation
Lecture seminar: 40 minutes
Newspaper discussion: 50 minutes
Break: 15 minutes
Oral briefing and peer evaluation: 30 minutes
Movie and discussion: 45 minute
Reflection on learning: 3 minutes
Resources Power Point, newspaper, board, marker, paper, audio-visual equipment, and
movie: Holling Resilience Dynamic available at
http://www.stockholmresilience.org/seminarandevents/seminarandevent
videos/buzzhollingresiliencedynamics.5.30c78e2811e644991e780006770.html
Evaluation Engagement, learning, communication, participatory evaluation, and reflection
on learning.
Required Readings:
Ludwig, D., Hillborn, R., and Walters, C.J. “Uncertainty, Resource Exploitation, and
Conservation: Lessons From History,” Science 260, no. 5104 (April 2, 1993): 17 and 36.
Holling, C. S. “Understanding the Complexity of Economic, Ecological, and Social Systems,”
Ecosystems (2001) 4: 390-405.
Holling, C. S. “From Complex Regions to Complex Worlds,” Ecology and Society, 9(1), 2004:
18. Available at http://www.ecologyandsociety.org/vol9/iss1/art11
Supplementary Readings:
Crutchfield, James. Farmer, Doyne. J. and Packard, Norman. “Chaos,” Scientific American 255,
no. 6 December 1986, 46-57.
Crutchfield, P.J. "What Lies Between Order and Chaos?" In Art and Complexity, edited by J.
Casti. London: Oxford University Press, 2002. Available at
http://cse.ucdavis.edu/~cmg/papers/wlboac.pdf
Holling, C. S. “An Ecologist View of the Malthusian Conflict,” Chapter 4 in Population,
Economic Development, and the Environment, edited by Kerstin Lindahl Kiessling. and
Hans Landberg. Oxford: Oxford University Press, 1994), 79-103.
41
Part Two: The Concepts of Environmental Security
Session: No. 06: Theories of Violent Conflict
Main content This session will refresh students on several violent conflict theories
previously studied in past courses. The session will go further on specific
violent conflict theories that relate to environmental issues. The structural,
greed and grievance, and resource scarcity theories are some that will be
focused on.
Objectives Students will become familiar with the causes of violent conflict and its
relation to environmental degradation.
Outcome Awareness of the conditions under which environmental stress may contribute
to the emergence or intensification of conflict.
Methods and time
allocation
Class discussion on reading: 90 minutes
Break: 15 minutes
Round table talk: 25 minutes
Role play: 50 minutes
Reflection on learning: 3 minutes
Resources Board, marker, paper.
Evaluation Engagement, learning, communication evaluation, and reflection on learning
Required Readings:
Homer-Dixon, Thomas. “Violence,” Chapter 7 in Environment, Scarcity, and Violence,
Princeton, New Jersey: Princeton University Press, 1999, 133-168.
Goodwin, Jeff. “State-Centered Approaches to Social Revolutions: Strengths and Limitations of
Theoretical Tradition,” Chapter 1 in Theorizing Revolutions, edited by John Foran. New
York: Routledge, 1997, 11-37.
Horowitz, L. Donald. “Group Comparison and the Sources of Conflict,” Chapter 4 in Ethnic
Groups in Conflict. Berkeley, CA: University of California Press, 1985, 141-184.
Mats, R. Berdal. ed., Greed & Grievance : Economic Agendas in Civil Wars (Boulder, Co:
Lynne Rienner Publishers, 2000.
Supplementary Readings:
Goldstone, A. Jack. “Toward a Fourth Generation of Revolutionary Theory,” Annual Review of
Political Science, 2001, 4: 139-87.
Collier, Paul. et.al. Breaking the Conflict Trap: Civil War and Development Policy. Washington
D.C.: World Bank and Oxford University Press, 2003.
Brown, E. Michael. “Introduction,” in The International Dimensions of Internal Conflict.
Cambridge, MA: MIT Press, 1996, 3-31.
42
Session: No. 07: Mid-Term Exam (take home quiz)
The quiz will be distributed in class and should be submitted in 24 hours. Details will be
discussed in class.
Main content Wrapping-up student understanding on global environmental change.
Objectives Students will understand global environmental change.
Outcome Understanding the impacts of global environmental change on human beings.
Methods and time
allocation
Take home quiz: 24 hours
Resources -
Evaluation Learning evaluation.
43
Session: No. 08: Environmental Security: Concepts and Theories
Main content This session will explain environmental security concepts and theories and
debates among scholars about the significant relationship between environmental
degradation and violent conflict.
Objectives Students will understand concepts and theories of environmental security.
Outcome Ability to understand the factors that influence the intensity and extent of
environmentally related conflicts.
Methods and time
allocation
Lecture seminar: 60 minutes
Round-table talk: 30 minutes
Break: 15 minutes
Class discussion on reading: 75 minutes
Reflection on learning: 3 minutes
Resources Power Point presentation, board, and marker.
Evaluation Engagement, learning, communication evaluation, and reflection on learning.
Required Readings:
Baldwin, David. “The Concept of Security,” Review of International Studies, 23(1), (1997): 5–
26.
Deudney, H. Daniel. “Bringing Nature Back In: Geopolitical Theory from the Greeks to the
Global Era,” Chapter 2 in Contested Ground: Security and Conflict in the New
Environmental Politics, edited by Daniel H. Deudney and Richard A. Matthew. Albany:
State University of New York Press, 1999, 25-61.
Khagram, Sanjeev and Ali, Saleem. “Environment and Security,” Annual Review of Environment
and Resources, 2006, 31:395–41.
Gleditsch, Petter Nils. "Armed Conflict and the Environment: A Critique of the Literature,"
Journal of Peace Research 35, no. 3, 1998, 381-400
Schwartz, Daniel., Deligiannis, Tom., and Homer-Dixon, Thomas. “The Environment and
Violent Conflict: A Response to Gleditsch‟s Critique and Some Suggestions for Future
Research,” Environmental Change and Security Project Report, Issue 6, The Woodrow
Wilson Center, Summer 2000, 77-94. Available at http://ecsp.si.edu/Ecsp_pdf.htm
Supplementary Readings:
Buzan, Barry. et.al., Security: A New Framework for Analysis, London: Lynne Rienner, 1997:
chapter 1.
Lipschutz, D. Ronnie. “On Security,” and “Negotiating the Boundaries of Difference and
Security at Millenium‟s End,” Chapter 1 and Chapter 8 in On Security edited by Ronnie
D. Lipschutz. New York: Columbia University Press, 1995, 1-23 and 212-228.
Baldwin, David. “Security Studies and the End of the Cold War,” World Politics 48, no. 1
(October 1995): 117-41.
Brauch, Günter Hans. Threats, Challenges, Vulnerabilities and Risks in Environment and Human
Security, Source Publication No. 1, Studies of the University: Research, Counsel,
Education, UNU Institute for Environment and Human Security (UNU-EHS), 2005.
Available at http://www.ehs.unu.edu/file.php?id=63
44
Session: No. 09: Resource Scarcity vs. Resource Abundance: A Debate
Main content This session will scrutinize a prolonged debate between two mainstream
theories in environmental conflict. Those are the resource scarcity and resource
abundance approaches.
Objectives Students will understand these theories.
Outcome Familiarity with the relationship between exploitation of natural resource
abundance and conflict.
Methods and time
allocation
Lecture seminar: 30 minutes
Round table talk: 30 minutes
Class discussion on reading: 30 minutes
Break: 15 minutes
In-class debate: 75 minutes
Reflection on learning: 3 minutes
Resources Power Point presentation and paper.
Evaluation Engagement, learning, communication evaluation, and reflection on learning.
Required Readings:
Myers, Norman and Simon, L. Julian. Scarcity or. Abundance? A Debate on the Environment,
W.W. Norton & Company, Inc. 1994.
Barnett, Jon. The Meaning of Environmental Security: Ecological Politics and Policy in the New
Security Era, London: Zed Books, 2001.
Dalby, Simon. Environmental Security, Minneapolis, MN: University of Minnesota Press, 2002.
Supplementary Readings:
Ohlsson, Leif. Environment, Scarcity, and Conflict: A Study of Malthusian Concerns, PhD
Thesis, Department of Peace and Development Research, University of Göteborg, 1999.
See Chapters 1-3. Available at http://www.padrigu.gu.se/ohlsson/files/ESC.html
Davis, A. Graham., and Tilton, E. John “The Resource Curse,” Natural Resources Forum, 29,
2005: 233-242.
Le Billon, Philippe. “The Political Ecology of War: Natural Resources and Armed Conflicts,”
Political Geography, 20(5), 2001: 561-584.
Ross, Michael. “Oil, Drugs, and Diamonds: The Varying Roles of Natural Resources in Civil
War,” Chapter 3 in The Political Economy of Armed Conflict: Beyond Greed and
Grievance edited by Karen Ballentine and Jake Sherman. Boulder, Co.: Lynne Rienner
Publishers, 2003, 47-70.
45
Part Three: Indonesia: A Case Study
Session: No. 10: Research Linking Conflict to Environmental Change and
Scarcity: Case Study
Main content This session will explore several studies that link conflict with environmental
change and scarcity. From the case studies, we will scrutinize their
methodology, theoretical framework, and conclusions.
Objectives Students will understand why and how environmental change can be turned
into social stress.
Outcome Ability to make linkages between livelihood insecurity, poverty,
environmental degradation, and conflict in the Indonesian context.
Methods and time
allocation
Movie: 90 minutes
Break: 15 minutes
Class discussion on reading: 40 minutes
Round table discussion: 35 minutes
Reflection on learning: 3 minutes
Resources Power Point presentation, board, marker, and video by the Wilson Center
Environmental Change and Security Program (Demography, Environmental,
and Conflict in Indonesia and India) available at
http://www.wilsoncenter.org/ondemand/index.cfm?fuseaction=Media.play
&mediaid=1C1E15D9-C521-7490-4FE9BF7E2743608A (duration 1:24:04)
Evaluation Engagement, learning, communication evaluation, and reflection on learning.
Required Readings:
Homer-Dixon, Thomas “Introduction,” and “Overview,” Chapter 1 and Chapter 2 in
Environment, Scarcity, and Violence Princeton, New Jersey: Princeton University Press,
1999, 3-27.
Homer-Dixon, Thomas. “Interactions and Social Effects,” and “Violence,” Chapter 5 & 7 in
Environment, Scarcity, and Violence. Princeton, New Jersey: Princeton University Press,
1999, 73-106 & 133-168.
Baechler, Günther. “Why Environmental Transformation Causes Violence: A Synthesis,”
Environmental Change and Security Project Report Issue 4, Spring 1998. Washington
DC: The Woodrow Wilson Center: 24-44.
Kahl, H. Colin. “Population Growth, Environmental Degradation, and State-Sponsored Violence:
The Case of Kenya, 1991-93,” International Security 23, no. 2 (Fall 1998): 80-119.
Dabelko, D. Geoffrey. “The Environment and Conflict in the Third World: Examining Linkage,
Context, and Policy,” in Causes of Conflict in the Third World edited by Ketil Volden
and Dan Smith. Oslo: North/South Coalition & International Peace Research Institute,
1997, 53-68.
Stucki, Philipp.” Water Wars or Water Peace: Rethinking the Nexus between Water Scarcity and
Armed Conflict”. PSIS Occasional Paper I Number 3/2005. Pp, 11-21. Programme for
Strategic and International Security Studies. Available at: http://www.psis.org/pdf/PSIS-
OccPap-2_2004-Stucki.pdf
46
Supplementary Readings:
Gleick, H. Peter. “Conflict and Cooperation over Fresh Water,” Chapter 4 in The World's Water
1998-1999: The Biennial Report on Freshwater Resources. Washington DC: Island
Press, 1998, 105-131.
Ohlsson, Leif. Livelihood Conflicts: Linking poverty and Environment As causes of Conflict,
Swedish International Development Cooperation Agency (SIDA), Environmental Policy
Unit, Stockholm, Sweden, 2000.
Lowi, R. Miriam. “Water and Conflict in the Middle East and South Asia,” Chapter 9 in
Environment and Security: Discourses and Practices, edited by Miriam R. Lowi and
Brian R. Shaw. London: Macmillan Press, 2000, 149-171.
Lowi, R. Miriam. “Transboundry Resource Disputes and Their Resolution,” Chapter 9 in
Contested Ground: Security and Conflict in the New Environmental Politics, edited by
Deudney and Matthew. Albany: State University of New York Press. 1999, 223-245.
Baechler, Günther. Violence Through Environmental Discrimination: Causes, Rwanda arena,
and Conflict Model. Boston: Kluwer Academic Publishers, 1999.
Barnett, Jon and Adger, W. Neil. “Climate Change, Human Security, and Violent Conflict,”
Political Geography, 26(2007): 639-655.
47
Session: No. 11: Livelihood Insecurity, Environmental Stress, and Causality
Main content This session will draw linkages between livelihood insecurity, environmental
stress, and causalities. The concept of vulnerability will help students to
understand the linkages. Mud-flow and the case of Newmont Minahasa Raya
are the best case studies in Indonesia to describe these linkages.
Objectives Students will understand the linkages between livelihood and environmental
stress and causalities.
Outcome Ability to make the linkage between livelihood insecurity, poverty,
environmental degradation, and conflict in the Indonesia context.
Methods and time
allocation
Lecture seminar: 30 minutes
Round table talk: 20 minutes
Class discussion on reading: 40 minutes
Break: 15 minutes
Peer discussion: 20 minutes
Role play: 55 minutes
Reflection on learning: 3 minutes
Resources Power Point, board, marker, and paper.
Evaluation Engagement, learning, communication evaluation, and reflection on learning.
Required Readings:
United Nations Environment Program, “Human Vulnerability to Environmental Change,”
Chapter 3 in Global Environmental Outlook 4, London: Earthscan, 2002, 301-360.
Available at http://www.unep.org/geo/geo4/report/07_Vulnerability_of_People.pdf
Blaikie, Piers., Cannon, Terry., Davis, Ian., and Wisner, Ben. “The Challenge of Disasters and
Our Approach,” Chapter 1 in At Risk: Natural Hazards, People´s Vulnerability, and
Disasters, 2nd
Edition, London: Routledge, 2003: 3-48.
Homer-Dixon, Thomas. “The Causal Role of Environmental Scarcity,” Chapter 5 in
Environment, Scarcity, and Violence, Princeton, New Jersey: Princeton University Press,
1999, 104-6.
Sloman, Steven. “What is a cause?” Chapter 3 in Causal Models : How People Think about the
World and Its Alternatives, Oxford: Oxford U.P., 2005: 21-35.
Supplementary Readings:
Millennium Ecosystem Assessment, “Vulnerable People and Places,” Chapter 6 in Ecosystems
and Human Well-Being: Current State and Trends, Volume 1 (Washington D.C.: Islands
Press, 2005): 143-164.
Marandola Jr, Eduardo and Hogan, J. Daniel. “Vulnerabilities and risks in population and
environment studies,” Population and Environment 28(2006): 83-112.
Thywissen, Katharina. Components of Risk: A Comparative Glossary, SOURCE: „Studies of the
University: Research, Counsel, Education,‟ Publication Series of UNU-EHS, No. 2/2006.
Available at http://www.ehs.unu.edu/file.php?id=118
Adger W. Neil et.al., “Migration, Remittances, Livelihood Trajectories, and Social Resilience,”
Ambio, 31(4), June 2002: 358-366.
48
Session: No. 12: Environmental Governance: Peacemaking and Cooperation
Main content This session will explain the potential use of the environment to generate
peacemaking and cooperation. Case studies in South America (Peace Park),
Southeast Asia (Mekong River), and Africa (Riparian State) will be used as
the best case studies.
Objectives Students will understand the concept of governance and the challenges of
using it to solve environmental conflict.
Outcome Develop an overview of the potential for environmental security to catalyze
peacebuilding and environmental cooperation.
Methods and time
allocation
Lecture seminar: 20 minutes
Discussion on reading: 70 minutes
Break: 15 minutes
Newspaper discussion: 40 minutes
Round table talk: 35 minutes
Reflection on learning: 3 minutes
Resources Power Point presentation, newspaper, board, and marker.
Evaluation Engagement, learning, communication evaluation, and reflection on learning.
Required Readings:
Homer-Dixon, Thomas. “Ingenuity and Adaptation,” Chapter 6 in Environment, Scarcity, and
Violence, New Jersey: Princeton University Press, 1999, 107-126.
UNEP, “Interlinkages: Governance for Sustainability,” Chapter 8 in Global Environmental
Outlook 4, 360-394.
Barber, Victor. Charles. The Case of Indonesia, Project on Environmental Scarcities, State
Capacity, and Civil Violence. University of Toronto and the American Academy of Arts
and Sciences, 1997.
Conca, Ken., Princen, Thomas., and Maniates, F. Michael. “Confronting Consumption,” Global
Environmental Politics, 1(3), August 2001: 1-10.
Young, Oran. “Evaluating the Success of International Environmental Regimes: Where are we
now?” Global Environmental Change 12(2), (2002): 73-77.
Daly, Herman. Beyond Growth: The Economics of Sustainable Development, Boston: Beacon
Press, 1997.
Supplementary Readings:
van Eijndhoven, Josee., Clark, C. William., and Jäger, Jill. “The Long-term Development of
Global Environmental Risk Management: Conclusions and Implications for the Future,”
Chapter 22 in The Social Learning Group, Learning to Manage Global Environmental
Risks: A Comparative History of Social Responses to Climate Change, Ozone Depletion,
and Acid Rain, Volume 2, Cambridge, MA: The MIT Press, 2001, 181-198. Available at
http://www.ksg.harvard.edu/sl/docs/SL_ch01_001-020.pdf
49
Sen, Amartya. “Food, economics, and Entitlements,” in The Political Economy of Hunger –
Volume 1: Entitlement and Well-being edited by Jean Drèze and Amartya Sen. London:
Oxford U. P., 1991.
Bennet, John., and Dahlberg, Kenneth. “Institutions, Social Organization, and Cultural Values,”
Chapter 5 in The Earth as Transformed by Human Action: Global and Regional Changes
in the Biosphere over the Past 300 Years, edited by B.L. Turner II et al., Cambridge:
Cambridge University Press. 1990, 69-86.
Homer-Dixon, Thomas. The Ingenuity Gap. New York: Alfred A. Knopf, 2000.
Cohen, F. Joel. “Human Choices,” Chapter 13 in How Many People Can the Earth Support?
New York: WW Norton. 1995, 261-296.
50
Session: No. 13: Group Presentation (1): Environmental Security in Indonesia
Main content Students will present their findings, analysis, and lessons learned on their
selected topic.
Objectives Student will have the capacity to analyze environmental security issues in
Indonesia.
Outcome Ability to analyze and evaluate environmental insecurity in contemporary
conditions in Indonesia.
Methods and time
allocation
Group presentation and discussion: 80 minutes
Peer evaluation: 5 minutes
Break: 10 minutes
Group presentation and discussion: 80 minutes
Peer evaluation: 5 minutes
Reflection on learning: 3 minutes
Resources Power Point, board, and marker.
Evaluation Engagement, learning, communication evaluation, articulation, and reflection
on learning. Analysis, comprehensiveness of reading material, and quality of
presentation are additional assessments.
Topics:
Water Conflict Based on Scarcity and Abundance; Land Degradation, Desertification, and
Deforestation; Food Security; and Biodiversity loss
51
Session: No. 14: Group Presentation (2): Environmental Security in Indonesia
and Class Evaluation
Main content Groups of students will present their selected topic.
Objectives Students will present their findings, analysis, and lessons learned on their
selected topic. This activity will be followed by a course wrap-up and
evaluation.
Outcome Ability to analyse and evaluate issues of environmental insecurity in
contemporary conditions in Indonesia.
Methods and time
allocation
Group presentation and discussion: 80 minutes
Peer evaluation: 5 minutes
Break: 10 minutes
Group presentation and discussion: 80 minutes
Peer evaluation: 5 minutes
Reflection on learning: 3 minutes
Resources Power Point presentation, board, and marker.
Evaluation Engagement, learning, communication evaluation, and reflection on learning.
Analysis, comprehensiveness of reading material, articulation, and quality of
presentation are additional assessments.
Topics:
Energy Security; Climate Change; Vulnerability to disaster; and Urban Environmental Security
52
IX. Bibliography
Adam, Barbara. Timescapes of Modernity: The Environment and Invisible Hazard. Routledge,
1998.
Adger, Neil. et al. “Advancing a Political Ecology of Global Environmental Discourses”.
CSERGE Working Paper 2000-10, 2000: 1-34. Available at
www.uea.ac.uk/env/cserg/publications/wp/gec/gec2000 10.pdf
Baechler, Gunther. “Why Environmental Transformation Causes Violence: A Synthesis,”
Environmental Change and Security Project Report Issue 4, Spring. Washington DC:
The Woodrow Wilson Center (1998): 24-44.
Barnett, Jon and Adger, Neil. “Climate Change, Human Security and Violent Conflict. Political
Geography 26, 2007: 639-655.
BNPB. “Statistik Bencana 2007-2008”. Badan Nasional Penanggulangan Bencana, 2008.
Availabe at
http://www.bnpb.go.id/website/index.php?option=com_content&task=view&id=2100
Bogor Agronomic Institute. Curriculum for MA program in Natural Resource Management and
Environment. Bogor Agronomic Institute, 2009. Available at.
http://pasca.ipb.ac.id/index.php?option=com_content&task=view&id=211&Itemid=238
Brandes, D. and P. Ginnis (1986). A Guide to Student Centred Learning. Oxford: Blackwell.
Burnard, P. “Carl Rogers and postmodernism: Challenged in Nursing and Health Sciences”.
Nursing and Health Sciences 1, 1999: 241–247.
Center for Hazard and Risk Research. Natural Disaster Hotspot: A Global Risk Analysis.
Colombia University, 2005. Available at
http://sedac.ciesin.columbia.edu/hazards/hotspots/synthesisreport.pdf
Deligiannis, Tom. Introduction to Environmental Security and Peace. Lecture at UN Mandate
University for Peace, September 2008a.
Deligiannis, Tom. Introduction to Environmental Security and Peace: A Syllabus. Department of
Environmental Security and Conflict. United Nations Mandated University for Peace,
2008b.
FESS, About Environmental Security. Foundation for Environmental Security and Sustainability,
2004. Available at http://www.fess-global.org/about.cfm
Gadjah Mada University. Curriculum for MA program in Environmental Science. Gadjah Mada
University, 2009a. Available at http://pasca.ugm.ac.id/en/stprogram_view.php?pr_id=4
Gadjah Mada University. Curriculum for MA program in Environmental Management. Gadjah
Mada University, 2009b. Available at
http://pasca.ugm.ac.id/en/stprogram_view.php?pr_id=8
Gadjah Mada University. Curriculum for MA program in Political Science. Gadjah Mada
University, 2009c. Available at http://s2politik.ugm.ac.id/
Goldstone, A. Jack. “Demography, Environment, and Security.” In Environmental Conflict,
edited by Paul F. Diehl and Nils P. Gleditsch. Boulder, CO: Westview Press, 2001.
Homer-Dixon, Thomas and Blitt, Jessica. Ecoviolence: Links Among Environment, Population,
and Security. Rowman and Littlefield, 1998.
Homer-Dixon, Thomas. Environment, Scarcity, and Violence. Princeton, New Jersey: Princeton
University Press, 1999.
53
Indonesia University. Curriculum for MA program in Environmental Science. Indonesia
University, 2009. Available at
http://www.pps.ui.ac.id/new/index.php?option=com_content&task=view&id=16&Itemid
=69
IPCC. “Summary for Policymakers.” In Climate Change 2007: The Physical Science Basis.
Contribution of Working Group I to the Fourth Assessment Report of the
Intergovernmental Panel on Climate Change, edited by Solomon, S., D. Qin, M.
Manning, Z. Chen, M. Marquis, K.B. Averyt, M.Tignor and H.L. Miller. Cambridge
University Press, Cambridge, United Kingdom and New York, NY, USA, 2007.
IPDET. Introduction to Development Evaluation. Handbook Module 1. International Program
for Development Evaluation Training, 2007.
Kahl, Colin. States, Scarcity, and Civil Strife in the Developing World, Princeton: Princeton
U.P., 2006.
Martanto, Ucu. “Lusi Effects: Environmental Scarcity and Violent Conflict”. Research Paper at
UN Mandated University for Peace, 2008a.
Martanto, Ucu. Is Buyat Contaminated: A Political Ecology Approach on State-Mining
Company Relationship in Indonesia. Research Paper at UN Mandate University, 2008b.
O‟Neill, Geraldine and McMahon, Tim. “Student-centered learning: What does it mean for
students and lecturers?” In Emerging Issues in the Practice of University Learning and
Teaching, edited by G. O‟Neill, S. Moore, and B. McMullin. Dublin: AISHE, 2005.
Available at http://www.aishe.org/readings/2005-1/oneill-mcmahon-
Tues_19th_Oct_SCL.pdf
Paulmer, E. Hubert. “Evaluation Guidelines of International Aid Agencies: A Comparative
Study,” Professional Paper presented June 30, 2005, University of Guelph, Ontario,
2005.
Rothschild, Emma. “What is security?” Daedalus; Summer 1995; 124, 3; Research Library,
1995: 53-98.
Steffen, Will and Tyson, Peter. „Global Change and the Earth System: A Planet Under Pressure‟.
IGBP Science No. 4. International Geo-spare and Bio-spare Programme, 2001.
United Nations Development Programme, Human Development Report, 1994. New York:
Oxford University Press, 1994.
United Nations Secretariat. World Population Prospects: The 2006 Revision. Population
Division of the Department of Economic and Social Affairs of the United Nations
Secretariat. New York: United Nations, 2007.
University of Glasgow. Student Centered Learning. Glasgow University, 2004. Available at
http://www.gla.ac.uk/Otherdepts/TLS/Project/Reports
Wilson, Edward. The Effects of Habitat Fragmentation on Forest Biodiversity. Presentation on
US Senate on april 28 1998. Available at
http://www.saveamericasforests.org/wilson/second.htm
54
Required Readings:
Alexander, Susan, S. Schneider, and K. Lagerquist, “The Interaction of Climate and Life,” in
Chapter 5, Nature’s Services: Societal Dependence on Natural Ecosystems, edited by
Gretchen C. Daily. Washington DC: Island Press, 1997, 71-92.
Baechler, Günther. “Why Environmental Transformation Causes Violence: A Synthesis,”
Environmental Change and Security Project Report Issue 4, Spring 1998. Washington
DC: The Woodrow Wilson Center: 24-44.
Baldwin, David. “The Concept of Security,” Review of International Studies, 23(1), (1997): 5–
26.
Barber, Victor. Charles. The Case of Indonesia, Project on Environmental Scarcities, State
Capacity, and Civil Violence. University of Toronto and the American Academy of Arts
and Sciences, 1997.
Barnett, Jon. The Meaning of Environmental Security: Ecological Politics and Policy in the New
Security Era, London: Zed Books, 2001.
Blaikie, Piers., Cannon, Terry., Davis, Ian., and Wisner, Ben. “The Challenge of Disasters and
Our Approach,” Chapter 1 in At Risk: Natural Hazards, People´s Vulnerability, and
Disasters, 2nd
Edition, London: Routledge, 2003: 3-48.
Carl Folke, C. S. Holling, and Charles Perrings, “Biological Diversity, Ecosystems, and the
Human Scale,” Ecological Applications, Vol. 6, No. 4, 1996: 1018–1024.
Churchill, A. A. “Energy Demand and Supply in the Developing World, 1990-2020: Three
Decades of Explosive Growth,” in Proceedings of the World Bank Annual Conference on
Development Economics, edited by M. Bruno and B. Pleskovic. Washington, DC: World
Bank, 1994, 441-62.
Cohen, E. Joel. “Human Population: The Next Half Century,” Science, Volume 302, 14 Nov.
2003: 1172-1175.
Cohen, E. Joel, “People Control the Growth of Human Populations,” Chapter 4 in How Many
People Can the Earth Support? New York: WW Norton, 1995, 46-75.
Conca, Ken., Princen, Thomas., and Maniates, F. Michael. “Confronting Consumption,” Global
Environmental Politics, 1(3), August 2001: 1-10.
Dabelko, D. Geoffrey. “The Environment and Conflict in the Third World: Examining Linkage,
Context, and Policy,” in Causes of Conflict in the Third World edited by Ketil Volden
and Dan Smith. Oslo: North/South Coalition & International Peace Research Institute,
1997, 53-68.
Dalby, Simon. Environmental Security, Minneapolis, MN: University of Minnesota Press, 2002.
Daly, Herman. Beyond Growth: The Economics of Sustainable Development, Boston: Beacon
Press, 1997.
Deudney, H. Daniel. “Bringing Nature Back In: Geopolitical Theory from the Greeks to the
Global Era,” Chapter 2 in Contested Ground: Security and Conflict in the New
Environmental Politics, edited by Daniel H. Deudney and Richard A. Matthew. Albany:
State University of New York Press, 1999, 25-61.
FAO, “Forest Resources,” in State of the World’s Forests: 2007. Rome: FAO, 2006, 1-19. Full
text available on the web: ftp://ftp.fao.org/docrep/fao/009/a0773e/a0773e.zip
FAO, “Part 1: World Review of Fisheries and Aquaculture,” in The State of World Fisheries and
Aquaculture: 2008. Rome: FAO, 2009, 3-81. Available at
ftp://ftp.fao.org/docrep/fao/011/i0250e/i0250e.pdf
55
Geist, J. Helmut and Lambin, F. Eric. “Proximate Causes and Underlying Driving Forces of
Tropical Forest Deforestation,” BioScience, 52(2), February 2002: 143-150.
Gleditsch, Petter Nils. "Armed Conflict and the Environment: A Critique of the Literature,"
Journal of Peace Research 35, no. 3, 1998, 381-400
Goodwin, Jeff. “State-Centered Approaches to Social Revolutions: Strengths and Limitations of
Theoretical Tradition,” Chapter 1 in Theorizing Revolutions, edited by John Foran. New
York: Routledge, 1997, 11-37.
Holling, C. S. “Understanding the Complexity of Economic, Ecological, and Social Systems,”
Ecosystems (2001) 4: 390-405.
Holling, C. S. “From Complex Regions to Complex Worlds,” Ecology and Society, 9(1), 2004:
18. Available at http://www.ecologyandsociety.org/vol9/iss1/art11
Homer-Dixon, Thomas. “Violence,” Chapter 7 in Environment, Scarcity, and Violence,
Princeton, New Jersey: Princeton University Press, 1999, 133-168.
Homer-Dixon, Thomas. “Environmental Scarcity,” Chapter 4 in Environment, Scarcity, and
Violence. Princeton, New Jersey: Princeton University Press, 1999, 47-55.
Homer-Dixon, Thomas “Introduction,” and “Overview,” Chapter 1 and Chapter 2 in
Environment, Scarcity, and Violence Princeton, New Jersey: Princeton University Press,
1999, 3-27.
Homer-Dixon, Thomas. “Interactions and Social Effects,” and “Violence,” Chapter 5 & 7 in
Environment, Scarcity, and Violence. Princeton, New Jersey: Princeton University Press,
1999, 73-106 & 133-168.
Homer-Dixon, Thomas. “Ingenuity and Adaptation,” Chapter 6 in Environment, Scarcity, and
Violence, New Jersey: Princeton University Press, 1999, 107-126.
Homer-Dixon, Thomas. “The Causal Role of Environmental Scarcity,” Chapter 5 in
Environment, Scarcity, and Violence, Princeton, New Jersey: Princeton University Press,
1999, 104-6.
Horowitz, L. Donald. “Group Comparison and the Sources of Conflict,” Chapter 4 in Ethnic
Groups in Conflict. Berkeley, CA: University of California Press, 1985, 141-184.
International Energy Association, World Energy Outlook 2007: China and India Insight. Paris,
IEA, 2007: Chapter 1, “Global Energy Trends,” & Chapter 4, “The World‟s Energy
Security,” 73-114 & 159-187. Report can be downloaded from the web: <
http://www.iea.org/textbase/nppdf/free/2007/weo_2007.pdf>.
IPCC, “Summary for Policymakers,” in Climate Change 2007: The Physical Science Basis.
Contribution of Working Group I to the Fourth Assessment Report of the
Intergovernmental Panel on Climate Change, edited by Solomon, S., D. Qin, M.
Manning, Z. Chen, M. Marquis, K.B. Averyt, M.Tignor and H.L. Miller. Cambridge,
United Kingdom and New York, NY, USA Cambridge University Press, 2007.
Available at http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Print_SPM.pdf
IPCC, “Summary for Policymakers,” in Climate Change 2007: Impacts, Adaptation and
Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the
Intergovernmental Panel on Climate Change, edited by M.L. Parry, O.F. Canziani, J.P.
Palutikof, P.J. van der Linden and C.E. Hanson. Cambridge, UK Cambridge University
Press, 2007. Available at http://www.gtp89.dial.pipex.com/spm.pdf
IPCC, “Summary for Policymakers,” in Climate Change 2007: Mitigation. Contribution of
Working Group III to the Fourth Assessment Report of the Intergovernmental Panel on
Climate Change, edited by B. Metz, O.R. Davidson, P.R. Bosch, R. Dave, L.A. Meyer.
56
Cambridge, United Kingdom and New York, NY, USA Cambridge University Press,
2007. Available at http://www.ipcc.ch/SPM040507.pdf
Kahl, H. Colin. “Population Growth, Environmental Degradation, and State-Sponsored Violence:
The Case of Kenya, 1991-93,” International Security 23, no. 2 (Fall 1998): 80-119.
Khagram, Sanjeev and Ali, Saleem. “Environment and Security,” Annual Review of Environment
and Resources, 2006, 31:395–41.
Lambin, F. Eric., et al. “The Causes of Land-Use and Land Cover Change: Moving Beyond The
Myths.” Global Environmental Change, 11(4), 2001: 261-269.
Ludwig, D., Hillborn, R., and Walters, C.J. “Uncertainty, Resource Exploitation, and
Conservation: Lessons From History,” Science 260, no. 5104 (April 2, 1993): 17 and 36.
Mats, R. Berdal. ed., Greed & Grievance : Economic Agendas in Civil Wars (Boulder, Co:
Lynne Rienner Publishers, 2000.
Millennium Ecosystem Assessment, “Marine Systems” & “Coastal Systems,” Chapter 18 &19 in
Ecosystems and Human Well-Being: Current State and Trends, Volume 1 Washington
D.C.: Islands Press, 2005, 477-511 & 513-549.
Millennium Ecosystem Assessment, Eco-Systems and Human Well-Being: Synthesis.
Washington DC: Island Press, 2005. The report is available on the web at:
<http://www.millenniumassessment.org/proxy/document.356.aspx>.
Millennium Ecosystem Assessment. “Freshwater” & “Inland Water Systems”, Chapter 7 & 20 in
Ecosystems and Human Well-Being: Current State and Trends, Volume 1 Washington
D.C.: Islands Press, 2005, 165-207 & 551-583.
Myers, Norman and Simon, L. Julian. Scarcity or. Abundance? A Debate on the Environment,
W.W. Norton & Company, Inc. 1994.
Pauly, Daniel, et.al. “The Future of Fisheries,” Science, Volume 302, 21 Nov. 2003: 1359-1361.
Pimentel, David. “Soil Erosion: A Food and Environmental Threat,” Environment, Development,
and Sustainability, Volume 8, No. 1 (February 2006): 119-137.
Rosegrant, Mark. et.al. “Water Resources and Food Production” & “Implications for the Future:
Meeting the Challenge of Water Scarcity,” Chapter 1 & 9 in World Water and Food to
2025: Dealing with Scarcity. Washington D.C.: International Food Policy Research
Center, 2002, 1-12 & 197-207.
Schwartz, Daniel., Deligiannis, Tom., and Homer-Dixon, Thomas. “The Environment and
Violent Conflict: A Response to Gleditsch‟s Critique and Some Suggestions for Future
Research,” Environmental Change and Security Project Report, Issue 6, The Woodrow
Wilson Center, Summer 2000, 77-94. Available at http://ecsp.si.edu/Ecsp_pdf.htm
Sloman, Steven. “What is a cause?” Chapter 3 in Causal Models : How People Think about the
World and Its Alternatives, Oxford: Oxford U.P., 2005: 21-35.
Steffen, Will and Tyson, Peter. “Global Change and the Earth System: A Planet Under Pressure”.
IGBP Science No. 4. International Geo-spare and Bio-spare Programme, 2001.
Stucki, Philipp.” Water Wars or Water Peace: Rethinking the Nexus between Water Scarcity and
Armed Conflict”. PSIS Occasional Paper I Number 3/2005. Pp, 11-21. Programme for
Strategic and International Security Studies. Available at: http://www.psis.org/pdf/PSIS-
OccPap-2_2004-Stucki.pdf
United Nations Population Fund (UNFPA), State of the World Population 2008: Reaching
Common Ground: Culture, Gender, and Human Right. New York: United Nations, 2008.
Available at http://www.unfpa.org/swp/2008/presskit/docs/en-swop08-report.pdf
57
United Nations Environment Program, “Forests,” Chapter 2 in Global Environmental Outlook 3.
London: Earthscan, 2002, 90-119. Available at
http://www.unep.org/geo/geo3/english/pdfs/chapter2-3_forests.pdf
United Nations Environment Program, “Human Vulnerability to Environmental Change,”
Chapter 3 in Global Environmental Outlook 4, London: Earthscan, 2002, 301-360.
Available at http://www.unep.org/geo/geo4/report/07_Vulnerability_of_People.pdf
United Nations Environment Program, “Land,” Chapter 3 in Global Environmental Outlook 4.
London: Earthscan, 2007, 81-114. Available at
http://www.unep.org/geo/geo4/report/03_Land.pdf
UNEP, “Interlinkages: Governance for Sustainability,” Chapter 8 in Global Environmental
Outlook 4, 360-394.
United Nations Environment Program, “Biodiversity,” Chapter 5 in Global Environmental
Outlook 4. London: Earthscan, 2007, 157-194. Available at
http://www.unep.org/geo/geo4/report/05_Biodiversity.pdf
United Nations Environment Program, “Freshwater.” Chapter 4 in Global Environmental
Outlook 4. London: Earthscan, 2007, 115-156. Available at
http://www.unep.org/geo/geo4/report/04_Water.pdf
United Nations Framework Convention on Climate Change (UNFCCC), Climate Change
Information Kit. UNFCCC, 2002. Full text also available for download from:
<http://unfccc.int/resource/iuckit/infokit_02_en.pdf>.
Vaclav Smil, “Long-term Trends and Achievements,” Chapter 1 in Energy at the Crossroads:
Global Perspectives and Uncertainties. Cambridge, Mass.: The MIT Press, 2003, 1-62.
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Resources Forum 19, no. 1 (1995): 39-46.
World Resources Institute, “Data Tables: Biodiversity and Protected Areas,” in orld Resources
2002-2004. Washington D.C.: World Resources Institute, 2003, 254-258.
Young, Oran. “Evaluating the Success of International Environmental Regimes: Where are we
now?” Global Environmental Change 12(2), (2002): 73-77.
Supplementary Readings:
Adger W. Neil et.al., “Migration, Remittances, Livelihood Trajectories, and Social Resilience,”
Ambio, 31(4), June 2002: 358-366.
Baechler, Günther. Violence Through Environmental Discrimination: Causes, Rwanda arena,
and Conflict Model. Boston: Kluwer Academic Publishers, 1999.
Baldwin, David. “Security Studies and the End of the Cold War,” World Politics 48, no. 1
(October 1995): 117-41.
Barnett, Jon and Adger, W. Neil. “Climate Change, Human Security, and Violent Conflict,”
Political Geography, 26(2007): 639-655.
Barnett, Jon. “Security and Climate Change,” Global Environmental Change, 13(1), (2003): 7-
17.
Bennet, John., and Dahlberg, Kenneth. “Institutions, Social Organization, and Cultural Values,”
Chapter 5 in The Earth as Transformed by Human Action: Global and Regional Changes
in the Biosphere over the Past 300 Years, edited by B.L. Turner II et al., Cambridge:
Cambridge University Press. 1990, 69-86.
58
Brauch, Günter Hans. Threats, Challenges, Vulnerabilities and Risks in Environment and Human
Security, Source Publication No. 1, Studies of the University: Research, Counsel,
Education, UNU Institute for Environment and Human Security (UNU-EHS), 2005.
Available at http://www.ehs.unu.edu/file.php?id=63
Brown, E. Michael. “Introduction,” in The International Dimensions of Internal Conflict.
Cambridge, MA: MIT Press, 1996, 3-31.
Buzan, Barry. et.al., Security: A New Framework for Analysis, London: Lynne Rienner, 1997:
chapter 1.
Chow, Jeffrey. et.al, “Energy Resources and Global Development,” Science, Volume 302, 28
Nov. 2003: 1528-1531.
Cohen, F. Joel. “Human Choices,” Chapter 13 in How Many People Can the Earth Support?
New York: WW Norton. 1995, 261-296.
Collier, Paul. et.al. Breaking the Conflict Trap: Civil War and Development Policy. Washington
D.C.: World Bank and Oxford University Press, 2003.
Crutchfield, James. Farmer, Doyne. J. and Packard, Norman. “Chaos,” Scientific American 255,
no. 6 December 1986, 46-57.
Crutchfield, P.J. "What Lies Between Order and Chaos?" In Art and Complexity, edited by J.
Casti. London: Oxford University Press, 2002. Available at
http://cse.ucdavis.edu/~cmg/papers/wlboac.pdf
Davis, A. Graham., and Tilton, E. John “The Resource Curse,” Natural Resources Forum, 29,
2005: 233-242.
Duetsch, Lisa, et al. “Feeding Aquaculture Growth Through Globalization: Exploitation of
Marine Ecosystems for Fishmeal,” Global Environmental Change, 17, 2007: 238-249.
Energy Information Administration. International Energy Outlook: 2008. U.S. Department of
Energy, Washington, DC: USGPO, June 2008. Available at
http://www.eia.doe.gov/oiaf/ieo/pdf/highlights.pdf
Falkenmark, Malin. “The Greatest Water Problem: The Inability to Link Environmental Security,
Water Security and Food Security,” The International Journal of Water Resources and
Development, (17)4, 2001: 539–554.
FAO, Global Forest “Resources Assessment 2005: Progress Towards Sustainable Forest
Management”. FAO Forestry Paper 147. Rome: FAO, 2005.
Gleick, H. Peter. “Basic Water Requirements for Human Activities: Meeting Basic Needs,”
Water International, 21 (1996): 83-92. Available at
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1998-1999: The Biennial Report on Freshwater Resources. Washington DC: Island
Press, 1998, 105-131.
Goldstone, A. Jack. “Toward a Fourth Generation of Revolutionary Theory,” Annual Review of
Political Science, 2001, 4: 139-87.
Homer-Dixon, Thomas. The Ingenuity Gap. New York: Alfred A. Knopf, 2000.
Holling, C. S. “An Ecologist View of the Malthusian Conflict,” Chapter 4 in Population,
Economic Development, and the Environment, edited by Kerstin Lindahl Kiessling. and
Hans Landberg. Oxford: Oxford University Press, 1994), 79-103.
Le Billon, Philippe. “The Political Ecology of War: Natural Resources and Armed Conflicts,”
Political Geography, 20(5), 2001: 561-584.
59
Lipschutz, D. Ronnie. “On Security,” and “Negotiating the Boundaries of Difference and
Security at Millenium‟s End,” Chapter 1 and Chapter 8 in On Security edited by Ronnie
D. Lipschutz. New York: Columbia University Press, 1995, 1-23 and 212-228.
Lowi, R. Miriam. “Water and Conflict in the Middle East and South Asia,” Chapter 9 in
Environment and Security: Discourses and Practices, edited by Miriam R. Lowi and
Brian R. Shaw. London: Macmillan Press, 2000, 149-171.
Lowi, R. Miriam. “Transboundry Resource Disputes and Their Resolution,” Chapter 9 in
Contested Ground: Security and Conflict in the New Environmental Politics, edited by
Deudney and Matthew. Albany: State University of New York Press. 1999, 223-245.
Marandola Jr, Eduardo and Hogan, J. Daniel. “Vulnerabilities and risks in population and
environment studies,” Population and Environment 28(2006): 83-112.
Mather, S. Alexander. “Assessing the World‟s Forests,” Global Environmental Change, 15(3),
October 2005: 267-280.
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Change,” Chapter 9 in The Earth as Transformed by Human Action: Global and Regional
Changes in the Biosphere over the Past 300 Years, edited by Turner, B.L. II, W.C. Clark,
R.W. Kates, J.F. Richards, J.T. Mathews, and W.B. Meyer. Cambridge: Cambridge
University Press, 1990, 143-162.
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and Human Well-Being: Current State and Trends, Volume 1 (Washington D.C.: Islands
Press, 2005): 143-164.
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Thesis, Department of Peace and Development Research, University of Göteborg, 1999.
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Swedish International Development Cooperation Agency (SIDA), Environmental Policy
Unit, Stockholm, Sweden, 2000.
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Depletion: 2002 Assessment,” Executive Summary in Journal of Photochemistry and
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2002: 689-695.
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War,” Chapter 3 in The Political Economy of Armed Conflict: Beyond Greed and
Grievance edited by Karen Ballentine and Jake Sherman. Boulder, Co.: Lynne Rienner
Publishers, 2003, 47-70.
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Secretariat of the Convention on Biological Diversity, 2006.
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Volume 1: Entitlement and Well-being edited by Jean Drèze and Amartya Sen. London:
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60
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Geographical Journal, 173(1), March 2007: 75-92.
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United Nations Environment Program. “Atmosphere: Global Overview.” Chapter 2 in Global
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van Eijndhoven, Josee., Clark, C. William., and Jäger, Jill. “The Long-term Development of
Global Environmental Risk Management: Conclusions and Implications for the Future,”
Chapter 22 in The Social Learning Group, Learning to Manage Global Environmental
Risks: A Comparative History of Social Responses to Climate Change, Ozone Depletion,
and Acid Rain, Volume 2, Cambridge, MA: The MIT Press, 2001, 181-198. Available at
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World Resources Institute, World Resources 2002-2004, “Data Tables”. Washington D.C.:
World Resources Institute, 2003, 246-283.
61
X. Course Administrative
Course Title Environmental Security and Peace (Code:….)
Type of Course Non-Compulsory Course
Credits 3 credits
Length 3 hours
Time and Place TBA
Requirement This course does not require any specific academic background.
However, the course does assume students have a general
familiarity with events of the past century, some familiarity with
international relations and development studies, and familiarity with
violent conflict and conflict resolution theories and practices.
Intended
Participants
The course is recommended for Master‟s degree students enrolled in
the Master‟s Programme in Peace and Conflict Resolution.
However, Master‟s students from other programmes (Political
Science, International Relations, Environmental Science or
Management) at Gadjah Mada University may also be enrolled in
this course.
Course
Evaluation
Prospective, summative, and participatory evaluations.
Instructor Ucu Martanto.
Ucu Martanto is a researcher at the Center for Security and Peace
Studies at Gadjah Mada University in Indonesia. He has been
acquainted with environmental issues for four years and has become
actively engaged with environmental security studies for almost two
years. With his background in political and government science, his
research focuses on political and social dimensions of global
environmental change, especially in environmental governance. He
holds an MA in Environmental Security and Peace from the United
Nations-mandated University for Peace (UPEACE) in Costa Rica
and his M.Sc in Political Science from Gadjah Mada University in
Indonesia. Finally, he holds his BA in Government Science from
Gadjah Mada University in Indonesia.