Notes Acknowledgments The ideas for this book come from the theoretical and practical work I have been doing for the last ten years. None of that work has been done alone. As a result, the list of people to whom I am indebted makes Oscar night acknowledgments look haiku-terse by comparison. Here I can mention only a few.
Hardin to reject the traditional scientific belief that the population problem, like all problems, has a strictly technical solution? What is it about political systems for distributing the benefits and costs of using resources that can and frequently has led to ecological and thus human tragedy?
What extension in morality does Garrett Hardin consider to be necessary if we are to minimize such tragic outcomes in the future?
It is appropriate that we honor Garrett James Hardin on his 75th birthday by reviewing the ecological problems with which he has grappled over so much of his lifetime. We will spend some time analyzing the important intellectual journey that led him to develop and advocate the logic he used in his paper, "Tragedy of the Commons," continuing unto his subsequent efforts to more completely develop the logic for the ecological ethics that we human beings need if we are to "survive with dignity.
Garrett contracted polio at age four, which left him a shortened and weakened right leg and ruled out three occupations he seriously considered entering while growing up--those of salesman, actor, and field geologist.
Through reading Popular Science he developed an interest in science which withstood a close-to-disastrous experience with classroom science Hardin, b. During high school he enjoyed public speaking, drama and math.
In the fall of he began attending two colleges-the University of Chicago in the daytime and the drama program at Chicago Musical College during the evening. The demands of being a good student at the University of Chicago soon led him to give up the night classes and his ambition of becoming a drama director.
Harland Bretz, a geology professor who taught by the Socratic method. Garrett Hardin would have become a geologist if it had not required so much hiking.
Fortunately, his freshman biology also was well taught and by the end of his sophomore year he decided to major in biology Hardin, a, p. A course in evolution taught by Sewall Wright emphasized the interaction of chance effects and selection. Garrett Hardin received his Ph. He then accepted a position at the Carnegie Institution where his knowledge of microbial ecology was applied to culturing algae for food.
Garrett worked at the Carnegie Institution for four years but his heart was not in the business of trying to just temporarily solve population problems by increasing supplies.
Garrett had learned Malthusian population theory from W. Hardin joined the biology department at the new University of California at Santa Barbara in There, he abandoned his research with protozoan cultures in the face of the heavy teaching load and lack of any research space, writing instead an introductory college biology textbook for W.
Its Principles and Implication ; ; was published in under the original title, Biology: The text broke new ground by presenting biology through the teaching of the scientific method, i. In Philosophy of Teaching, John Passmorep. Hardin became a member of its Board of Directors.
Hardin has become one of the leading popularizers of the modern scientific understanding of biology and its scientific and moral implications for human beings. Through his lectures and writings, Garrett has forced more people to think about taboo subjects in biology than any other living biologist.Updated 1 December, Garrett James Hardin: Ecologist, Educator, Ethicist and Environmentalist Tribute to Garrett Hardin by Carl Jay Bajerna, Grand Valley State University.
Antimicrobial resistance: revisiting the “tragedy of the commons” When the NDM1 enzyme-containing “superbugs” struck in India, Pakistan and the United Kingdom earlier this year, media reports blamed medical tourism for its spread. To arrive at the edge of the world's knowledge, seek out the most complex and sophisticated minds, put them in a room together, and have them ask each other the questions they are asking themselves.
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James Boyle The Public Domain Enclosing the Commons of the Mind. Copyright © by James Boyle. The author has made this online version available under a Creative. The commons is the cultural and natural resources accessible to all members of a society, including natural materials such as air, water, and a habitable earth.
These resources are held in common, not owned privately. Commons can also be understood as natural resources that groups of people (communities, user groups) manage for individual and collective benefit.