This study investigates “dark ecology” – an ecological theory formulated by Timothy Morton, based on an object-oriented ontology and claimed to offer a new perspective on how humans can and should coexist with other “objects” in the world in a better, less hostile way. Dark ecology is a critique of both an anthropocentric and a biocentric worldview, aiming to erase the dichotomy between human/nature and subject/object.  This essay performs an internal critique of dark ecology, analyzing and interpreting Morton’s books Dark Ecology (2016) and Being Ecological (2018) through the lens of two central concepts – “responsibility” and “agency” in order to extract the premises of importance to the theory. These premises are then presented in Aristotelian syllogisms, based on which the validity of dark ecology is evaluated. The aim of the essay is to find an answer to the question as to whether dark ecology is logically coherent and consistent – and thus can really be seen as a fruitful perspective on how humankind should act in relation to the environment or not. The result from this investigation is that dark ecology is an invalid theory since it suffers from both incoherence and inconsistency. Based on this, it is concluded that dark ecology fails to achieve what it is presented to do. The answer to the research question of this essay, “Is dark ecology a theory that, if applied, leads to a change in humans’ relationship with the biosphere for the better?” is therefore “no”.

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Environmental education is a response to the environmental crisis. Due to the diversity of the environment, environmental education processes face a challenge, locally and globally, because it should respond to the diversity of local environmental issues, and contribute towards the addressing of local environmental issues. It is therefore important that environmental education programs focus on local environmental issues, and in the analysis there of accommodates investigative, problem solving and environmental action skills, because such programs proof to be more successful. The introduction of environmental education into formal education can only be successful within a structure that is conducive to a holistic integrated approach and accommodates investigative, problem solving and environmental action skills. Research however proves that within the school context, environmental education processes, as well as the addressing of local environmental issues, is fragmented. The development of a school environmental policy and management plan can provide a valuable framework for a holistic approach to the organization of environmental education processes in schools, that is integrated with the curriculum, resulting in the effective management of resources and the addressing of local environmental issues. Through this research, the implementation of school environmental policies and management plans in Mpumalanga was evaluated, in terms of the integration of environmental education processes in the curriculum, the organization of environmental education processes in schools, the effective management of resources in schools, and the addressing of local environmental issues. The conclusion was drawn that the implementation of school environmental policies and management plans contributes towards curriculum integration of environmental education, the organization of environmental education processes, the management of resources and the addressing of environmental issues in schools. The more exposure a school gets in terms of implementation of school environmental policies and management plans the higher the achievement in the mentioned areas. It can therefore be deducted that exposure to the implementation of school environmental policies and management plans will lead to the integration of the environment in the curriculum, the organization of environmental education processes in schools, the management of resources and the addressing of environmental issues in schools. / Educational Studies / D.Ed (Didactics)

Environmental education is a response to the environmental crisis. Due to the diversity of the environment, environmental education processes face a challenge, locally and globally, because it should respond to the diversity of local environmental issues, and contribute towards the addressing of local environmental issues. It is therefore important that environmental education programs focus on local environmental issues, and in the analysis there of accommodates investigative, problem solving and environmental action skills, because such programs proof to be more successful. The introduction of environmental education into formal education can only be successful within a structure that is conducive to a holistic integrated approach and accommodates investigative, problem solving and environmental action skills. Research however proves that within the school context, environmental education processes, as well as the addressing of local environmental issues, is fragmented. The development of a school environmental policy and management plan can provide a valuable framework for a holistic approach to the organization of environmental education processes in schools, that is integrated with the curriculum, resulting in the effective management of resources and the addressing of local environmental issues. Through this research, the implementation of school environmental policies and management plans in Mpumalanga was evaluated, in terms of the integration of environmental education processes in the curriculum, the organization of environmental education processes in schools, the effective management of resources in schools, and the addressing of local environmental issues. The conclusion was drawn that the implementation of school environmental policies and management plans contributes towards curriculum integration of environmental education, the organization of environmental education processes, the management of resources and the addressing of environmental issues in schools. The more exposure a school gets in terms of implementation of school environmental policies and management plans the higher the achievement in the mentioned areas. It can therefore be deducted that exposure to the implementation of school environmental policies and management plans will lead to the integration of the environment in the curriculum, the organization of environmental education processes in schools, the management of resources and the addressing of environmental issues in schools. / Educational Studies / D.Ed (Didactics)

This research provides a novel outlook on the emergence of norms in world politics. Guided by a constructivist theoretical framework and a process tracing methodology, it tests Martha Finnemore and Kathryn Sikkink's pioneering life cycle model of norms (1998) with an unexplored case study. By investigating the processes that led to the legally binding Plastic Waste Amendments of the Basel Convention, it evaluates the model’s main mechanisms and studies the question of ‘How can we explain the emergence of a norm on plastic pollution within the scope of the Basel Convention?’ To do so, it combines an in-depth analysis of the international relations literature, official reports, and carefully selected interviews with actors involved in the global governance of plastic and the World Ocean. This research shows that co-construction processes between ideas, agents, and structures are at play in the emergence of norms. It offers a detailed understanding of the processes of norm emergence in world politics, original insights for the global governance of plastic pollution in the World Ocean, and opportunities to answer the challenges brought by transnational environmental issues. The findings of this research will likely be of particular interest for global environmental governance scholars and to those looking for pathways to foster global cooperation. / Cette recherche offre une perspective nouvelle sur l’émergence des normes en politique mondiale. Guidé par un cadre théorique constructiviste et une méthodologie basée sur le traçage des processus, elle teste le modèle de cycle de vie des normes de Martha Finnemore et Kathryn Sikkink (1998) par l’entremise d’une étude de cas inexplorée. En étudiant les processus qui ont menés aux amendements juridiquement contraignants sur les déchets de plastique de la Convention de Bâle, elle évalue les principaux mécanismes du modèle de cycle de vie des normes et étudie la question suivante : « Comment expliquer l’émergence d’une norme sur la pollution des plastiques dans le cadre de la Convention de Bâle ? ». Pour ce faire, cette étude combine une analyse approfondie de la littérature des relations internationales, des rapports officiels et des entretiens soigneusement sélectionnés avec des acteurs œuvrant dans la gouvernance globale du plastique et de l'océan mondial. Cette recherche montre que des processus de co-construction entre idées, agents et structures contribuent à l'émergence des normes. Cette recherche offre une compréhension détaillée des processus d'émergence des normes en politique mondiale; des perspectives originales pour la gouvernance globale de la pollution plastique dans l'océan mondial; et des opportunités pour relever les défis posés par les enjeux environnementaux transnationaux. Les résultats de cette recherche seront probablement d’intérêt pour les spécialistes de la gouvernance environnementale globale et pour ceux qui cherchent des moyens pour renforcir la coopération mondiale.