Open to a maximum of 30 participants from the AGERE, ECGS and FOR masters programs. Depending on the available student places, the course is open to students of other programs. The course is delivered in the first period.
Students are expected to participate in all lectures and practical sessions. It is possible to be away for a maximum of 10% of classes. Attendance will be recorded.
By the completion of the course, it is intended that students will be able to:
1) Define different types of social and cultural values and describe their relevance to environmental management
2) Apply qualitative, quantitative and mixed-methods for assessing social and cultural values and solving problems in economics and environmental management.
3) Critically discuss the strengths and limitations of different methods for assessing social and cultural values
4) Explore and discuss possibilities for integrating diverse values of nature into resource and land-use decisions.
The teaching is based on the active cooperation between students and the teacher.
This course provides a comprehensive overview of different methods for assessing social and cultural values for the environment, with a specific focus on integrated landscape management. The course places much of its emphasis on participatory GIS, deliberative valuation, narrative assessment of ecosystem services and photo elicitation, and how they can be used to inform policy and practice on integrated landscape management, with particular regard to: The European Landscape Convention, greening efforts in the context of the European Union (EU) Common Agricultural Policy (CAP) and the European Commission’s Nature-Based Solutions approach. We will also explore how social and cultural valuation can be used to inform international decision-making on biodiversity through the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. We will also consider methods for integrating social and cultural values of nature with ecological and economic values, in what is broadly referred to as the ‘diverse values of nature’.
The course will be offered in the form of contact teaching and attendance is recommended. Students are required to complete an essay, a group practical assignment and participate in a final examination.
Arias-Arévalo, P. et al. (2018) Widening the evaluative space for ecosystem services: A taxonomy of plural values and valuation methods. Environmental Values 27(1): 29-53.
Sander, S. et al. (2018) The means determine the end: Pursuing integrated valuation in practice. Ecosystem Services. 29:515-528.
Santos-Martín, F. et al. (2018) Socio-cultural valuation approaches (Chapter 4.2). In: Mapping Ecosystem Services edited by Benjamin Burkhard and Joachim Maes. Pensoft Publishers, https://ab.pensoft.net/articles.php?id=12837
Scholte, S. et al. (2015) Integrating socio-cultural perspectives into ecosystem service valuation: A review of concepts and methods. Ecological Economics 114_67-78.
Brown G, Fagerholm N (2014) Empirical PPGIS/PGIS mapping of ecosystem services: A review and evaluation. Ecosyst Serv. doi: 10.1016/j.ecoser.2014.10.007
Kenter JO, O’Brien L, Hockley N, et al (2015) What are shared and social values of ecosystems? Ecol Econ 111:86–99. doi: 10.1016/j.ecolecon.2015.01.006
Kenter JO, Bryce R, Christie M, et al (2016) Shared values and deliberative valuation: Future directions. Ecosyst Serv 21:358–371. doi: 10.1016/j.ecoser.2016.10.006
Norgaard RB (2010) Ecosystem services: From eye-opening metaphor to complexity blinder. Ecol Econ 69:1219–1227. doi: http://dx.doi.org/10.1016/j.ecolecon.2009.11.009
Plieninger T, Bieling C, Fagerholm N, et al (2015) The role of cultural ecosystem services in landscape management and planning. Curr Opin Environ Sustain 14:28–33. doi: 10.1016/j.cosust.2015.02.006
Raymond CM, Kenter JO (2016) Transcendental values and the valuation and management of ecosystem services. Ecosyst Serv 21:241–257. doi: 10.1016/j.ecoser.2016.07.018
Raymond CM, Singh GG, Benessaiah K, et al (2013) Ecosystem Services and Beyond: Using Multiple Metaphors to Understand Human-Environment Relationships. Bioscience 63:536–546. doi: 10.1525/bio.2013.63.7.7
The teaching of various theoretical and methodological topics related to the course is provided by the teacher and is supported by an essay, a practical assignment and an exam which are adding value to students’ skills and knowledge by connecting theory, practice, and policy.
Some teaching and assignment work will occur in computer laboratories.
Students are expected to complete many empirical research projects and pass a final examination successfully.
Professor Christopher Raymond