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The role of EcoTypes in engagement across difference

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  • Susan Caplow

    (University of Montevallo)

Abstract

In our current political context, engagement across difference appears to be more difficult, yet more necessary, than ever before. Engagement does not require total agreement, but rather a commitment to open communication and respect across ideological divides, skills that can and should be taught in higher education. EcoTypes is a new survey instrument designed to disaggregate environmental ideas in order to uncover and articulate both agreement and disagreement in environmental thought. Within Environmental Studies and Sciences programs, a tool like EcoTypes can help identify ideological divides within a student population that sees itself (either accurately or not) as relatively monolithic in their beliefs and worldview. More broadly, EcoTypes can be used to move populations away from their initial perceptions of each other as “for” or “against” environmentalism toward more nuanced understandings of diverse environmental ideas. I describe in detail my experiences using the EcoTypes survey in the classroom and explore how this tool could also be useful at various scales outside of the Environmental Studies and Sciences classroom context.

Suggested Citation

  • Susan Caplow, 2020. "The role of EcoTypes in engagement across difference," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 189-195, June.
    • Handle: RePEc:spr:jenvss:v:10:y:2020:i:2:d:10.1007_s13412-020-00587-9
    DOI: 10.1007/s13412-020-00587-9
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    References listed on IDEAS

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    1. Mark W. Neff & Zander Albertson, 2020. "Does higher education prepare students to bridge divides in today’s democracy?," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 196-204, June.
    2. James D. Proctor, 2020. "EcoTypes: exploring environmental ideas, discovering deep difference," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 178-188, June.
    3. James D. Proctor & Jennifer Bernstein & Philip Brick & Emma Brush & Susan Caplow & Kenneth Foster, 2018. "Environmental engagement in troubled times: a manifesto," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(3), pages 362-367, September.
    4. Shanto Iyengar & Sean J. Westwood, 2015. "Fear and Loathing Across Party Lines: New Evidence on Group Polarization," American Journal of Political Science, John Wiley & Sons, vol. 59(3), pages 690-707, July.
    5. Jennifer Bernstein, 2020. "(Dis)agreement over what? The challenge of quantifying environmental worldviews," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 169-177, June.
    6. Emma Brush, 2020. "Inconvenient truths: pluralism, pragmatism, and the need for civil disagreement," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 160-168, June.
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    1. Mark W. Neff & Zander Albertson, 2020. "Does higher education prepare students to bridge divides in today’s democracy?," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 196-204, June.
    2. James D. Proctor, 2020. "EcoTypes: exploring environmental ideas, discovering deep difference," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(2), pages 178-188, June.

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