Choi-Yung Lam and Yu-Fai Siu, Architecture and Matt Wysock, Environmental Science
In 1977, representatives from 68 countries met in Tiblisi in the former Soviet Union for the Intergovernmental Conference on Environmental Education. At this conference, the following objectives were set for environmental education (EE):
(1) Awareness - to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems (and/or issues).
(2) Sensitivity - to help social groups and individuals gain a variety of experiences and acquire a basic understanding of the environment and its associated problems (and/or issues).
(3) Attitudes - to help social groups and individuals acquire a set of values and feelings of concern for the environment and motivation for actively participating in environmental improvement and protection.
(4) Skills - to help social groups and individuals acquire skills for identifying and solving environmental problems (and /or issues).
(5) Participation - to provide social groups and individuals with an opportunity to be actively involved at all levels in working towards resolution of environmental problems (and /or issues) (Hungerford and Volk, 1990: 9).
In order for EE to be successful in its mission, educators must have access to information and materials. There must be involvement at the community level and educators must apply EE to all levels of education. Sustainability, like EE, must be meaningful in action instead of only implied in textbooks and this concept must inform lesson plans and activities. Age appropriate activities should be planned and followed up on within each activity and be used in the future to build knowledge and ability. This may sound complex but it is not. For example, an activity to keep an animal for a classroom project tends to involve little more than feeding and occasionally playing with a guinea pig kept in a cage or a fish tank. This does very little to encourage children to see nature as something interactive and dynamic. Yet it could be an opportunity for children to create a habitat more natural and stimulating, establish food gathering activities that teach biology, gardening and nutrition as well as, serve as a geography lesson to the origin of the animal and the history of evolution. Just a few minutes a week could transform a class pet from a hapless victim of cuteness into a real being that is so much more interesting and relevant.
Indicators, Strategies and Benefits
The indicators (I's in bold and underlined) measure progress towards achieving successful environmental education programs. The strategies (S's also in bold) are recommended actions to improve each indicator. The I's and S's are followed by a brief statement of benefits.
I.1. Apply EE to all levels of education.
S.1.a. Infuse EE into all subjects.
S.1.b. Provide for daily interaction with natural materials.
S.1.c. Provide time and space for outdoor experiences.
S.1.d. Take action on behalf of the environment.
By providing EE at all levels
of education for all ages, we increase our chances of creating values and
patterns of behavior which promote sustainability. If we focus our attention
solely on older children then we miss opportunities to influence children
during years important to the formation of attitudes and behavior. Likewise,
if we ignore older children and adults, we miss the opportunity to pass
on important information and knowledge. Environmental education is a holistic
subject and should be taught with this in mind.
* For more information on the above issues click on the report: APPLICATION OF ENVIRONMENTAL EDUCATION TO ALL LEVELS OF EDUCATION by Matt Wysock
I.2. Provide environmental information and materials.
S.2.a. Make EE programs on television more accessible and popular.
S.2.b. Make EE programs on radio more accessible and popular.
S.2.c. Increase accessibility to computer programs.
By providing EE information
and materials, people can receive important messages on EE more easily.
* For more information on the above issues click on the report PROVIDE ENVIRONMENTAL INFORMATION and MATERIALS by Choi-Yung Lam
I.3. Foster community activities and involvement.
S.3.a. Provide for EE in the city.
S.3.b. Foster more involvement of EE in the university.
S.3.c. Have EE through environmental groups and/or organizations.
S.3.d. Encourage families involved in EE.
S.3.e. Get individuals involved in EE.
By fostering community activities
and involvement in EE, people can have more knowledge, more inclusive attitudes,
and increased awareness about the environment.
* For more information on the above issues click on the report FOSTER COMMUNITY ACTIVITIES and INVOLVEMENT by Yu-Fai Siu
We hope that the material presented in this web page has been helpful in providing ideas and inspiration to improve environmental education. Thank you for visiting our site.
References
Hungerford, H. R. and Volk, T. L. (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education. 21(3):8-21.