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Hardbound, 652 pages, with a few illustrations. Originally printed by D. Appleton and Company, New York, 1870, this is a 1984 reprint by The Venango County Historical Society, printed by Walsworth Publishing Co. , Marceline, Missouri. Conneaut Lake Area Historical Society written and published by, Conneaut Lake 1858 2008 In Observance of Conneaut Lake Borough Sesquicentennial. Soft cover, spiral ring bound, illustrated, 148 pages, lots of ads, small articles and a time line, 2008.
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The Drawing is by Janice Wightman 1980An Administrative Assistant at the Environmental Studies ProgramUniversity of California, Santa BarbaraA failure to discriminate among these levels of ethical inquirycan lead to considerable confusion and error. For instance, a failureto distinguish between descriptive and normative ethics can draw oneinto a naive cultural relativism "Oh well, if the Wadjacallembelieve in head hunting, I guess it's good for them", or even asubjective relativism "So you're a serial killer!Well, whateverturns you on, baby!" Failure to distinguish normative ethics fromcritical ethics can lead to hasty moral conclusions. For example, ifwe affirm metaethically that future generations can meaningfully besaid to "have rights," it does not follow that they normativelyhave a right to share the company of snail darters or to find theBoundary Waters Canoe Area in a natural state. Furthermore, ifsomeone normatively argues that dumping nuclear wastes in the oceanis "inherently unjust," we should neither accept nor reject his claimuntil we have metaethically determined what he means by "inherentlyunjust" and have examined the structure of his argument and thepremises and point of view from which it is argued. Let us now apply these three levels of ethical inquiry toenvironmental ethics. First, descriptive environmental ethics is nota significant problem in environmental ethics for the simple reasonthat, strictly speaking, "descriptive ethics" isn't really a part ofmoral philosophy at all. Rather, because it is "descriptive," it isreally a type of social science. If we ask "what do 'the Americanpeople' think of their national parks?Do they believe the parks tobe 'valuable'?Worth the cost of their preservation?" Such questionsas these can be answered through the polling techniques of a Gallupor a Roper. If we judge the environmental values of most Americans to be"deplorable" a normative judgment and thus feel moved to "dosomething about it," we might attempt to change these attitudes. Andso we would enter the fields of environmental education and moraleducation. And what teaching methods most effectively produce theattitude we approve of?This too is a descriptive question;specifically, a question of educational psychology.
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