This thesis aims at bringing about a greater awareness of the interpretive nature of forestry sciences by examining the ethics and values underlying the “Emulation of Natural Disturbance” (END) forest management approach in Canada. The thesis contains four main manuscripts. The first manuscript reports on a mental models analysis of the meaning of the END for academic forestry scientists across Canada. The results of this study indicate inconsistencies and contradictions between scientists’ mental model of the END, which puts into question the utility and appropriateness of the END for forestry policy. The second manuscript discusses the ethics underlying the END and critiques its policy implications from a pragmatic perspective. In the third manuscript the ethics and values underlying the END are put in relation with Holmes Rolston III’s ethics of “Following Nature”. The last manuscript reports on a survey of forestry curricula across North America conducted to ascertain the level of formal training in ethics afforded to professional foresters and natural resource managers. This manuscript contains a proposed course syllabus in forestry ethics. The curricula study complements the other manuscripts in that it is meant as another means by which to promote interdisciplinary dialogue among forestry scientists, environmental ethicists, and social scientists. In this thesis, in addition to trying to illustrate how ethics shape our interpretations of forests, a pragmatic approach is used to dissolve the fact/values and Nature/Culture dichotomies in forestry sciences and to argue for a more democratic approach to forestry policy.

This thesis aims at bringing about a greater awareness of the interpretive nature of forestry sciences by examining the ethics and values underlying the “Emulation of Natural Disturbance” (END) forest management approach in Canada. The thesis contains four main manuscripts. The first manuscript reports on a mental models analysis of the meaning of the END for academic forestry scientists across Canada. The results of this study indicate inconsistencies and contradictions between scientists’ mental model of the END, which puts into question the utility and appropriateness of the END for forestry policy. The second manuscript discusses the ethics underlying the END and critiques its policy implications from a pragmatic perspective. In the third manuscript the ethics and values underlying the END are put in relation with Holmes Rolston III’s ethics of “Following Nature”. The last manuscript reports on a survey of forestry curricula across North America conducted to ascertain the level of formal training in ethics afforded to professional foresters and natural resource managers. This manuscript contains a proposed course syllabus in forestry ethics. The curricula study complements the other manuscripts in that it is meant as another means by which to promote interdisciplinary dialogue among forestry scientists, environmental ethicists, and social scientists. In this thesis, in addition to trying to illustrate how ethics shape our interpretations of forests, a pragmatic approach is used to dissolve the fact/values and Nature/Culture dichotomies in forestry sciences and to argue for a more democratic approach to forestry policy.

This thesis aims at bringing about a greater awareness of the interpretive nature of forestry sciences by examining the ethics and values underlying the “Emulation of Natural Disturbance” (END) forest management approach in Canada. The thesis contains four main manuscripts. The first manuscript reports on a mental models analysis of the meaning of the END for academic forestry scientists across Canada. The results of this study indicate inconsistencies and contradictions between scientists’ mental model of the END, which puts into question the utility and appropriateness of the END for forestry policy. The second manuscript discusses the ethics underlying the END and critiques its policy implications from a pragmatic perspective. In the third manuscript the ethics and values underlying the END are put in relation with Holmes Rolston III’s ethics of “Following Nature”. The last manuscript reports on a survey of forestry curricula across North America conducted to ascertain the level of formal training in ethics afforded to professional foresters and natural resource managers. This manuscript contains a proposed course syllabus in forestry ethics. The curricula study complements the other manuscripts in that it is meant as another means by which to promote interdisciplinary dialogue among forestry scientists, environmental ethicists, and social scientists. In this thesis, in addition to trying to illustrate how ethics shape our interpretations of forests, a pragmatic approach is used to dissolve the fact/values and Nature/Culture dichotomies in forestry sciences and to argue for a more democratic approach to forestry policy. / Forestry, Faculty of / Graduate