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key to success in linking ecological ideas with a wider community depended on
ecological education and called for a greater effort to enhance environmental eth-
ics and environmental literacy:
Thinking ecologically means synthesizing the many fi elds of human knowledge into a
coherent world view. Ultimately, the scientifi c ecologist includes in his or her purview eth-
ics, values, and politics. As a consequence, there will never be an overall consensus on the
form and objectives of ecological science (Keller and Golley 2000 ).
Even while Golley served as the Institute of Ecology's second director, he taught
several courses and built the program, even designing the program's building. Later
in his career, while serving as undergraduate coordinator for the ecology major,
Golley recevied the Institute's Outstanding Advisor Award in 1997. He was dedi-
cated to developing environmental ethics in the curriculum throughout his 43 year
career in the Institute of Ecology. Golley's twenty-question quiz began by asking
“which way was north?” There is a compass on the fl oor of the outside atrium of the
ecology building pointing north to remind them. Students enjoyed knowing that he
grew much of his food on his farm and even made his own shoes to show the impor-
tance of “connectedness.” Golley ( 1998 ) emphasized that “environmental values
should derive from what we know and what we can do. Practically, they should not
confl ict with ecological and environmental knowledge. Our ultimate objective is to
build a way of thinking and acting which is scientifi cally consistent and satisfi es
human needs without destroying the environment.” He defi ned cultural values as “a
collective sense of the social whole.” His course notes were transformed into a
widely read topic on ecological concepts, with implications for environmentalism
and ethics (Golley 1998 ).
Golley was one of the founding members of the University of Georgia's
Environmental Ethics Certifi cate Program in 1983. He helped organize the Fourth
Annual Conference in Philosophy on campus in Athens in 1971, and was among the
fi rst ecologists at the University to focus on environmental ethics. As William
Blackstone ( 1974 ), Golley's colleague in the Philosophy Department, noted: “we
must broaden our evaluational perspective to include the entire range of values
which are essential not only to the welfare of man but also to the welfare of other
living things and to the environment that sustains all life.” Golley helped organize
additional international conferences on ethics by bringing together many active
leaders in this newly emerging fi eld (Ferré and Hartel 1994 ; Dallmeyer and Ike
1998 ). These discussions were energized by collaboration with many colleagues,
including Dorinda Dallmeyer, who currently directs of the Environmental Ethics
Certifi cate Program. Golley's perspective on the emerging ideas of deep ecology
and their relationships with ecology as a science suggested that “there is a close
parallel between the two sets of concepts and one supports the other” (Golley
1987a ). His view about “connectedness” developed in part from his interest in deep
ecology. Golley recognized human-centeredness of intrinsic value was insuffi cient
and that non-human centeredness of intrinsic value meant everything has value,
independent of human valuing. Humans are part of the ecosystem, and have ethical
responsibilities to consider all other values.
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