Contention one is overfishing Current federal policy impedes offshore aquaculture—ensures the us is dependent on unsustainable sources

AT: Critiques

Eco Pragmatism

No mutually exclusivity-we must combine methods to find solutions

Ecopragmatism guarantees the best outcomes

In this book, I argue for a pragmatic approach to environmental¶ problems, in which economic analysis is useful, but not controlling.¶ Critics of cost-benefit analysis are right that economic¶ efficiency is an inadequate basis for environmental policy. Indeed,¶ the "state of the art" of cost-benefit analysis would limit¶ its ability to generate firm answers to environmental questions¶ even if we did want to make it our sole basis for decision malting.¶ But the critics are wrong to build a wall between economics and¶ ethics. In practice) the cost-benefit analyst needs to make numerous¶ technical decisions that turn out to also involve ethical¶ issues. Moreover, many economic insights turn out to be relevant¶ to a broader policy analysis. Properly understood, then, the¶ dichotomy between economics and value judgments turns out to¶ be a false one.¶ The approach that I take in this book is part of a broader¶ movement in legal scholarship, which is sometimes called practical¶ reasoning or legal pragmatism. 22 Legal pragmatists are, in part, reacting against the increased obsession of some other legal¶ scholars with grand theories such as economic reductionism. A¶ convincing analysis should be like a web, drawing on the coherence¶ of many sources, rather than a tower, built in a single unified¶ foundation. Intelligent analysis requires the use of theories,¶ but as tools, not as ends in themselves. Environmental decisions¶ involve a complex network of scientific, economic, and normative¶ judgments. It is unlikely that we can construct a structure in¶ which all of these considerations will point to a single conclusion.¶ We can have better hopes of building an interlocking web¶ of arguments that will support a decision based on diverse, overlapping¶ considerations.¶ Being pragmatic does not mean the rejection of rules or principles¶ in favor of ad hoc decision making or raw intuition.¶ Rather, it means a rejection of the view that rules, in and of¶ themselves, dictate outcomes. Thus, we shouldn't expect some¶ mechanical technique to give cut-and-dried answers to hard policy¶ questions. Hard policy decisions can't be programmed into a¶ spreadsheet. To the extent that cost-benefit analysts purport to¶ provide such techniques, they are doomed by their inability to¶ capture the richness of actual policy decisions.

We should be allowed to weigh our impacts/ don’t discount our evidence just because it isn’t from philosophers

Framework

Debates about ocean policy have the unique chance of sparking the advocacy necessary to save the oceans

Greely 2008 (Teresa [University of South Florida]; Ocean literacy and reasoning about ocean issues: The influence of content, experience and morality; Graduate Theses and Dissertations; http://scholarcommons.usf.edu/etd/271; kdf)

Ocean issues with conceptual ties to science and a global society have captured the attention, imagination, and concern of an international audience. Global climate change, natural disasters, over fishing, marine pollution, freshwater shortages, groundwater contamination, economic trade and commerce, marine mammal stranding, and decreased biodiversity are just a few of the ocean issues highlighted in our media and conversations. The ocean shapes our weather, links us to other nations, and is crucial to our national security. From the life-giving rain that nourishes crops and our bodies, to life-saving medicines; from the fish that come from the ocean, to the goods that are transported on the sea’s surface--- the ocean plays a role in our lives in some way everyday (NOAA, 1998). The American public values the ocean and considers protecting it to be a fundamental responsibility, but its understanding of why we need the ocean is superficial (Belden, Russonello & Stewart, 1999). However, a broad disconnect exists between what scientist know and the public understands about the ocean. The ocean, more than any other single ecosystem, has social and personal relevance to all persons. In the 21st century we will look increasingly to the ocean to meet our everyday needs and future sustainability. Thus, there is a critical need to advance ocean literacy within our nation, especially among youth and young adults. It has been estimated that less than 2% of all American adults are environmentally literate (NEETF, 2005). Results from a series of ocean and coastal literacy surveys (AAAS, 2004; Belden, et al., 1999; Steel, Smith, Opsommer, Curiel & Warner-Steel, 2005) of American adults reveal similar findings. Surveys demonstrated that in the 1990’s the public valued the ocean and expressed emotional and recreational connections, however, awareness about ocean health was low. A decade later Americans had an increased sense of urgency about ocean issues and were willing to support actions to protect the oceans even when the tradeoffs of higher prices at the supermarket, fewer recreational choices, and increased government spending were presented (AAAS, 2004). While most Americans surveyed agree that humans are impacting the health of the ocean more than one-third felt that they cannot make a difference. In contrast, a survey of youth reveals strong feelings about environmental issues and the confidence that they can make a difference (AZA, 2003). Collectively, these studies reveal that the public is not well equipped with knowledge about ocean issues. This implies that the public needs access to better ocean information delivered in the most effective manner. The component lacking for both adults and youth is a baseline of ocean knowledge--- literacy about the oceans to balance the emotive factors exhibited through care, concern and connection with the ocean. The interdependence between humans and the ocean is at the heart of ocean literacy. Cudaback (2006) believes that given the declining quality of the marine environment (Pew Ocean Commission, 2003), ocean educators have the responsibility to teach not only the science of the ocean, but also the interdependence with humans. Ocean literacy is especially significant, as we implement a first-ever national ocean policy to halt the steady decline of our nation’s ocean and coasts via the Ocean Blueprint for the 21st Century (U.S. Commission on Ocean Policy, 2004). The need for ocean education and literacy that goes beyond emotive factors is critical and relevant towards preparing our students, teachers, and citizens to regularly contribute to ocean decisions and socioscientific issues that impact their health and well being on Earth. “The biggest barriers to increasing commitment to ocean protection are Americans’ lack of awareness of the condition of the oceans and of their own role in damaging the oceans,” (Belden, et al., 1999). The challenge for ocean educators is to explicitly state the connections between the ocean and daily decisions and actions of people. People enjoy the beauty of the ocean and the bounty of its waters, but may not understand that their everyday actions such as boating, construction, improper waste disposal, or ignoring protected areas, can impact the ocean and its resources. More than one-half of the US population lives within 200 miles of the ocean. Long-term planning for growth, development and use of coastal areas is key to the continued productivity of the ocean (NOAA, 1998). Because the ocean is inextricably interconnected to students’ lives it provides a significant context for socioscientific issues that foster decision making, human interactions, and environmental stewardship. Ocean literacy encompasses the tenets of scientific literacy which is defined by national standards, as the ability to make informed decisions regarding scientific issues of particular social importance (AAAS, 1993; NRC, 1996, 2000). As such, scientific literacy encompasses both cognitive (e.g. knowledge skills) and affective (e.g., emotions, values, morals, culture) processes. Science standards were designed to guide our nation toward a scientifically literate society and provide criteria to judge progress toward a national vision of science literacy (NRC, 1996). Although standards for science teaching andliteracy are established, the fundamental and critical role of the ocean is not emphasized.

High school students should seize every opportunity to discuss ocean policy- it’s the only way to stave off extinction

Greely 2008 (Teresa [University of South Florida]; Ocean literacy and reasoning about ocean issues: The influence of content, experience and morality; Graduate Theses and Dissertations; http://scholarcommons.usf.edu/etd/271; kdf)

This research emerged from a wave of recent interest in promoting ocean literacy on a national level (AAAS, 2004; COSEE, 2005; National Geographic Society, 2006; Pew Ocean Commission, 2003; Schroedinger et al., 2006; US Commission on Ocean Policy, 2004). I constructed an operational meaning of the term ocean literacy. Currently, K-12 students and our citizenry at large are under-prepared to contribute individual or societal decisions about our oceans, due to limited ocean knowledge from which to make socioscientific decisions. Any conversation about scientific literacy for our citizenry that does not include ocean literacy as a pivotal focus will fall short of literacy goals for all students by neglecting the planet’s largest environment. The ocean environment is bountiful with opportunities to engage in ocean-related socioscientific issues (OSSI) meaningful to the life experiences of most citizens. By providing ocean content, learning experiences, and socioscientific case studies students and citizens can contribute to the social, economic, and cultural development of an ocean literate society permeated with global implications. The ocean sustains life on Earth and everyone is responsible for caring for the ocean. Individual and collective actions are needed to effectively manage ocean resources for all (National Geographic Society, 2006). I examined the influence of an informal learning experience to advance ocean literacy and reasoning about ocean socioscientific issues. Specifically, my research described what understanding youth currently hold about the ocean (content), how they 31 feel toward the ocean environment (environmental attitudes), and how these feelings and understanding are organized when reasoning about ocean issues (environmental morality). It is hoped that this baseline study will provide standardized measures where possible that can be replicated by other researchers. As others conduct similar ocean literacy empirical research, a set of studies that build on each other will be established. This investigation adopts the following position on ocean literacy. An ocean literate person is an individual equipped to use ocean knowledge, to engage in oral or written discussion about the oceans (e.g., support a position), to understand the changes made to the ocean through human activity, and to apply ocean knowledge through actions as citizen, steward or consumer. In as much as educational research supports one’s knowledge as a significant component of scientific literacy and reasoning, the significance as relates to ocean literacy is not known. On a theoretical level it is reasonable to propose that acquisition of content knowledge and social considerations will contribute to ocean literacy and reasoning about ocean socioscientific issues. I propose that the development of ocean literacy may advance functional scientific literacy through an integrated knowledge base, practice doing and reasoning about science, and opportunities for social action. Ocean socioscientific issues (OSSI) may have relevance to a broader audience of learners than current socioscientific issues reported in the literature. Finally, ocean literacy may advance science literacy by lessening the gap between public knowledge and the frontiers of scientific inquiry. While there is a paucity of educational research regarding ocean literacy and reasoning, my findings contribute more generally to the pedagogy of classroom practice 32 and curriculum. Specifically, my research identified current ocean content that advances ocean literacy based on the formal and informal ocean learning experiences examined. In addition, a preliminary metric to evaluate conceptual understanding was developed. Classroom practice and curriculum will be further enriched with the addition of developmentally appropriate ocean socioscientific issues via case studies implemented during my study. Ultimately, ocean literacy research provides (a) ocean science content and experiences as part of a 21st century integrated science curriculum, and (b) opportunities to engage in ocean socioscientific issues (OSSI) meaningful to the life experiences of most citizens.

Luke 97

Responsible Management key to prevent extiniction

Luke in 97 (Timothy, EcoCritique, University of Minnesota Press, p. 80, kdf)

Although resource managerialism can be criticized on many levels, it has provisionally guaranteed some measure of limited protection to wilderness areas, animal species, and watercourses in the United States. 13 And, whatever its flaws, the attempt to extend the scope of its oversight to other regions of the world probably could have a similar impact. Re­source managerialism directly confronts the existing cultural, economic, and social regime of transnational corporate capitalism with the fact that millions of Americans, as well as billions of other human beings, must be provisioned from the living things populating Earth's biosphere (the situation of all these other living things, of course, is usually ignored or reduced to an aesthetic question). And, if they are left unregulated, as history has shown, the existing corporate circuits of commodity produc­tion will degrade the biosphere to the point that all living things will not be able to renew themselves. Other ecological activists can fault resource managerialism, but few, if any, of them face these present-day realities as forthrightly in actual practice, largely because the prevailing regimes of state and corporate power, now assuming the forms of the "wise use" movement, often regard even this limited challenge as far too radical. Still, this record of "success" is not a license to ignore the flawed work­ings of resource managerialism. In fact, this forthright engagement with resource realities raises very serious questions, as the global tactics of such agencies as the Worldwatch Institute reveal.

Eco Ped

Voting for the affirmative causes a shift towards a sustainable ecopedagogy—this unique educational opportunity should not be passed on

Costa-Pierce 2010 (Barry A. [Professor of Fisheries and Aquaculture and Director Rhode Island Sea Grant College]; Sustainable Ecological Aquaculture Systems: The Need for a New Social Contract for Aquaculture Development; Marine Technology Society Journal; Vol 44, No 3; kdf)

The main points of this paper are that the blue revolution is nothing new, that aquaculture is one of the planet’s best choices for expanding new protein production, but that the wildly optimistic scenarios for aquaculture’s expansion will not occur unless alternative ecological approaches and ecological intensification of aquaculture are widely adopted. Aquaculture needs to be better integrated into overall fishery societal plans for securing sustainable seafood supplies and restoring damaged, supporting fisheries ecosystems. An ecological aquaculture approach can insure aquaculture is a net gain to humanity, and it could be the key organizing paradigm to form a new social contract for aquaculture worldwide. The overuse and degraded state of nearly all of the world’s aquatic ecosystems combined with public concerns about adding any “new” uses or sources of aquatic pollution to already overburdened natural and human systems requires aquaculture to develop ecosystems approaches and sustainable operating procedures and to articulate a sustainable, ecological pedagogy. For aquaculture development to proceed to the point where it will provide 50% of human protein food in nations outside of China, clear, unambiguous linkages between aquaculture, society, and the environment must be created and fostered, and the complementary roles of aquaculture in contributing to social and environmental sustainability, rehabilitation, and enhancement must be developed and clearly articulated to a highly concerned, increasingly educated, and involved public. The most sustainable growth trajectories for aquaculture are to change dramatically the prevailing aquaculture development model and move rapidly toward more sustainable, social–ecological approaches to development; to shift patterns of production and consumption patterns from global to bioregional food production and job creation; and to develop the indigenous human and institutional capacities that clearly demonstrate to society that “aquaculture is culture.” The massive globalization of seafood trade has meant less dependence on local natural and social ecosystems and has resulted in some wellorganized and funded opposition to aquaculture development, albeit small and localized, but opposed especially to large-scale aquaculture. This opposition has grown as local sources of food production, markets, and jobs have been exported and externalized. One major consequence of this globalization has been the increased dependence of industrial, “fed” aquaculture on the southeastern Pacific Ocean marine ecosystem for fish meals and oils. The global implications for the Humboldt ecosystem, for local poverty, and the scoping of this unsustainable situation to the entire global protein food infrastructure are profound and are still largely unrealized. Aquaculture sites are not only economic engines of primary production that meet the regulations of a society but can be sites of innovation and pride if they can be well designed as community-based, aquaculture farming ecosystems. A review of the progress toward such an EAA is necessary to inspire planners and environmental decision makers at many societal scales (national, regional, local) to make use of such innovative approaches. Sophisticated site planning of aquaculture can occur so that farms “fit with nature” and do not displace or disrupt invaluable natural, aquatic ecosystems or conservation areas but contribute to the local economy and society.

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