Human Nature vs. Natural Environment? - BMEGT42V104

The aim of the course is to provide interdisciplinary knowledge to students about the relationship between humans and their natural environment by sharing informations and data provided by both soft and hard sciences.

1. Knows the theoretical background of basic psychological and social psychological concepts that are relevant in understanding the human-nature relationship
2. is familiar with environmental philosophies, and environmental ethics
3. is familiar with ecopsychology and integral ecology
4. is familiar with the principles and practical possibilities of integrated water resources management
5. knows the historical background of how we define nature
6. is familiar with social reproduction and the care economy and their relevance to sustainability
7. knows inequalities between countries, gender inequalities globally, in the Eu, and in Hungary and their significance to sustainability

1. to see sustainability problems from different perspectives,
2. to apply both hard and soft sciences in problem-solving and decision-making within the field of sustainability,
3. to identify ethical and environmental ethical questions,
4. to represent the basic processes of integrated water resources management,
5. to analyse sustainability decisions and documents from a social equality point of view,
6. to communicate and present orally and in writing in a professionally adequate manner,
7. to process and use domestic and international literature.

1. Cooperates with the lecturers and fellow students in expanding the knowledge,
2. open to learn about interdisciplinary approaches,
3. open to use information technology tools,
4. open to the practical application of sustainability principles.

1. Prepares project works independently during the semester,
2. independently selects and applies the relevant problem-solving and analytical methods in solving the analytical tasks belonging to his / her field,
3. is open to critical feedback,
4. cooperates with fellow students,
5. feels responsible for achieving sustainable development.
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Lectures, discussions, application of IT tools and network.

• Costanza, R. (1989) What is ecological economics? Ecol. Econ. 1989, 1, 1–7. doi: 1016/0921-8009(89)90020-7
• von Werlhof, C. (2007) No Critique of Capitalism Without a Critique of Patriarchy! Why the Left Is No Alternative, Capitalism Nature Socialism, 18:1, 13-27, DOI: 10.1080/10455750601164600
• Dietz T., Stern P. & Guagnano G. (1998), Social Structural and Social Psychological Bases of Environmental Concern. Environment and Behavior, 30 (4) doi: 10.1177/001391659803000402
• Esbjörn-Hargens, S. & Zimmerman, M. E. (2009): Integral Ecology: Uniting Multiple Perspectives on the Natural World, New York, NY: Random House/Integral Books doi: 10.1080/13668790903195776
• Kruse-Graumann (1996) Ökologische Psychologie, Psychologie Verl. Union, Weinheim
• LaFont, S. (2001). One step forward, two steps back: women in the post-communist states. Communist And Post-Communist Studies, 34(2), 203-220. doi:10.1016/s0967-067x(01)00006-x
• Meadows, D.; Meadows, D.; Randers, J.; Behrens, W.W., III. (1972) The Limits to Growth: A Report for the Club of Rome’s Project on the Predicament of Mankind; Universe Books: New York, NY, USA
• Nelson, J.A. (1997) Feminism, ecology and the philosophy of economics. Ecol. Econ, 20, 155–162.
• Elin, P. (2007)
• Roszak, T. (1995) Ecopsychology, Sierra Club Books, San Francisco
• Ruder, S. & Sanniti, S. (2019). Transcending the Learned Ignorance of Predatory Ontologies: A Research Agenda for an Ecofeminist-Informed Ecological Economics. Sustainability 11. doi: 10.3390/su11051479.
• Spéder, Zs. (2009). How are time-dependent childbearing intentions realized? Realization, postponement, abandonment, bringing forward. European Journal of Population 25, 503-523.
• Xie, Y. & Shauman, K. A. (2003). Women in science. Career processes and outcomes. Cambridge, MA, London: Harvard University Press.

The evaluation of learning outcomes set out in point 2.2. is as follows: summative assessment of the competencies acquired during the semester (2 mid-term exams);

Detailed description of performance evaluations during the instruction period: Summative evaluation of learning outcomes (summative assessment): a complex, written evaluation method of the subject and knowledge and ability-type competence elements in the form of a mid-term exam. The thesis focuses on the assessment of the acquired knowledge and its application, thus focusing on problem recognition and solution. The course material on which the evaluation is based is determined by the lecturer of the subject, the available working time is 35 minutes.

• 1st summative assessment: 50
• 2nd summative assessment: 50
• total: 100

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1) The two summative assessments can be retaken. 2) The summative assessment can be retaken or corrected for the first time during the replacement period free of charge. In the event of a correction, the new result always overwrites the old one. 3) If the student is unable to obtain a grade other than 'Fail' even with the replacement according to point 1), he/she may make a second attempt to successfully complete the course by paying the fee specified in the regulations.

In order to achieve the learning outcomes set out in point 2.2., the subject consists of the following thematic blocks. In the syllabi of the courses announced in each semester, these topics are scheduled according to the calendar and other conditions.