Tournament: umkc | Round: | Opponent: | Judge:
The “thought of ourselves as subjects” we are forced to embrace by way of liberationist struggles for identity and self affirmation maintains an instrumental rationality of dualistic thought which re-creates and further solidifies the exact structures of oppression such projects attempt to resist – Unfortunately, it has been empirically proven that this is not something we can overcome with further criticism or resistance, rather if we are ever to evade this ever widening trap we must first begin on the personal level, - letting go of the tight grasp upon our own position of subjectivity, freeing ourselves from its tyranny by way of imaging making the leap to dwelling in thinking being itself
Stenstad 2006 (Gail, professor in the Department of Philosophy and Humanities at East Tennessee State University, associate editor of Heidegger Studies, and a member of the board of directors of the International Association for Environmental Philosophy. “Transformations Thinking After Heidegger” University of Wisconsin Press. Page(s) 182-183)
Stenstad 2006 (Gail, professor in the Department of Philosophy and Humanities at East Tennessee State University, associate editor of Heidegger Studies, and a member of the board of directors of the International Association for Environmental Philosophy. “Transformations Thinking After Heidegger” University of Wisconsin Press. Page(s) 55-56)
**gender paraphrased
Caputo 93 (john, Demythologizing Heidegger, p. 136-41)
Dalle pezze 2006 (Barbara, PhD in Philosophy U of Hong Kong, “Heidegger on Gelassenheit”, Minerva 10:94-122)
more cards
Managerial thought reduces the world to objects for¶ manipulation and control, which renders it as a self-circulating¶ resource for our use and disposal. This privileges a single way of¶ viewing the world and forecloses alternative modes of thought.
McWhorter 92 (Ladelle, Professor of Philosophy and Women’s Studies at Richmond, Heidegger and the earth: Essays in environmental philosophy, Thomas Jefferson University Press, pp. 6)
One of the many “truths” the affirmative posits is the stories they call “advantages”. These projections of decline and catastrophe are technological behavior in that they map out and calculate the future in order to create a standing reserve of symptoms.
Heidegger 62 (Martin. “Die Technik und die Kehre”, pp.45-6)
history as happening ever brings us into the proper relation to destining, let alone into the essential origin of destining in the disclosing coming-to-pass of the truth of Being that brings everything into it’s own.
Hill '07 [Glenn,“DESIGN WITHOUT CAUSALITY: HEIDEGGER’S IMPOSSIBLE CHALLENGE FOR ECOLOGICALLY SUSTAINABLE ARCHITECTURE”, http://epress.lib.uts.edu.au/dspace/handle/2100/474]
ECO-Gender
The affirmative relies on a Western, dualist mindset that creates binaries between woman and man, humanity and nature… these dualisms [EB1] are hierarchally ordered to continually devalue that which is feminine.
Kamrar 8 [Jenn: writing professor at Portland Community College “Toward An Ecofeminist Pedagogy” Conference Proceedings: Masters in Teaching Program 2006-2008 Teaching the Child in Front of You in a Changing World January 28 and 29, 2008 Chapter p. 127]
Plumwood 02 [Val: Australian Research Council Fellow at University of Sydney –002 Environmental Culture: The ecological crisis of reason [Routledge nb] p. 111-113]
Constant usage and consumption of nature depletes nature – culminating in the sacrificial self-destruction of humans.
Nhanenge 07 [Jytte: Master of Arts at the development studies at the University of South Africa “Ecofeminism: Towards Integrating the concerns of women,, poor people and nature into development” http://uir.unisa.ac.za/bitstream/handle/10500/570/dissertation.pdf?sequence=1].
Our alternative is to adopt a critical ecofeminist pedagogy within this debate that seeks, at every level, to refuse hierarchy and domination. This means we must embrace the human learner in the context of the nonhuman and nature, paying particular attention to the diversity of knowledge production through language, teaching, and learning.
Kamrar 8 [Jenn: writing professor at Portland Community College “Toward An Ecofeminist Pedagogy” Conference Proceedings: Masters in Teaching Program 2006-2008 Teaching the Child in Front of You in a Changing World January 28 and 29, 2008 Chapter p. 128]
----
[EB1]This evidence also indicates that dualism is the root cause of all oppression.