Environmental Security and Peace

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


Focus on interaction. - Peer evaluation


- Oral briefing

- In-class debate

- Seminar


- Round table talks

- Role play

- Movie discussion

Focus on transferable skills. - In-class debate


- Take-home quiz

- Final essay

- Reflection on learning

- Seminar


- Role play

- Movie 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.

http://www.millenniumassessment.org/proxy/document.356.aspx

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.


Method and time

allocation


Newspaper discussion: 30 minutes

Oral briefing and peer evaluation: 30 minutes

Break: 10 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.

http://www.unfpa.org/swp/2008/presskit/docs/en-swop08-report.pdf



35

Forest

United Nations Environment Program, “Forests,” Chapter 2 in Global Environmental Outlook 3.


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.


ftp://ftp.fao.org/docrep/fao/009/a0773e/a0773e.zip

http://www.un.org/esa/population/publications/longrange2/Long_range_report.pdf

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.


Methods and time

allocation



Break: 15 minutes


Peer discussion: 15 minutes


Resources Power point presentation, newspaper, board, marker, and paper.


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

http://www.iea.org/textbase/nppdf/free/2007/weo_2007.pdf

http://unfccc.int/resource/iuckit/infokit_02_en.pdf

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

http://www.gtp89.dial.pipex.com/spm.pdf

http://www.ipcc.ch/SPM040507.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.


Methods and time

allocation



Break: 15 minutes




Resources Power point, newspaper, board, marker, and paper.


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


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


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.


ftp://ftp.fao.org/docrep/fao/011/i0250e/i0250e.pdf

39


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.


Methods and time

allocation



Break: 15 minutes


Movie and discussion: 45 minute


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


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


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.

http://www.stockholmresilience.org/seminarandevents/seminarandevent%20videos/buzzhollingresiliencedynamics.5.30c78e2811e644991e780006770.html

http://www.stockholmresilience.org/seminarandevents/seminarandevent%20videos/buzzhollingresiliencedynamics.5.30c78e2811e644991e780006770.html

http://www.ecologyandsociety.org/vol9/iss1/art11


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


Role play: 50 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.


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


Round-table talk: 30 minutes

Break: 15 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


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

http://ecsp.si.edu/Ecsp_pdf.htm

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




Break: 15 minutes

In-class debate: 75 minutes


Resources Power Point presentation and paper.


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.


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.

http://www.padrigu.gu.se/ohlsson/files/ESC.html

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


Round table discussion: 35 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)


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

http://www.wilsoncenter.org/ondemand/index.cfm?fuseaction=Media.play%20&mediaid=1C1E15D9-C521-7490-4FE9BF7E2743608A

http://www.wilsoncenter.org/ondemand/index.cfm?fuseaction=Media.play%20&mediaid=1C1E15D9-C521-7490-4FE9BF7E2743608A

http://www.psis.org/pdf/PSIS-OccPap-2_2004-Stucki.pdf


46


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




Break: 15 minutes


Role play: 55 minutes


Resources Power Point, board, marker, and paper.


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.


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.


Adger W. Neil et.al., “Migration, Remittances, Livelihood Trajectories, and Social Resilience,”

Ambio, 31(4), June 2002: 358-366.

http://www.unep.org/geo/geo4/report/07_Vulnerability_of_People.pdf


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


Discussion on reading: 70 minutes

Break: 15 minutes




Resources Power Point presentation, newspaper, board, and marker.


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.


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




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



Break: 10 minutes




Resources Power Point presentation, board, and marker.


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.

http://www.uea.ac.uk/env/cserg/publications/wp/gec/gec2000%2010.pdf

http://pasca.ipb.ac.id/index.php?option=com_content&task=view&id=211&Itemid=238

http://sedac.ciesin.columbia.edu/hazards/hotspots/synthesisreport.pdf

http://www.fess-global.org/about.cfm



http://s2politik.ugm.ac.id/

53

Indonesia University. Curriculum for MA program in Environmental Science. Indonesia

University, 2009. Available at

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=69

IPCC. “Summary for Policymakers.” In Climate Change 2007: The Physical Science Basis.



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‟.


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

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http://www.gla.ac.uk/Otherdepts/TLS/Project/Reports

http://www.saveamericasforests.org/wilson/second.htm

54

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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.

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