scholarly journals Wybrane aspekty metodyki badań holistycznej edukacji środowiskowej w świetle idei zrównoważonego rozwoju

2009 ◽  
Vol 7 (1) ◽  
pp. 183-202
Author(s):  
Jan Sandner
Keyword(s):  
Environmental Education ◽  
Environmental Protection ◽  
Environmental Ethics ◽  
Research Methodology ◽  
Teaching Method ◽  
Holistic Approach ◽  
Estimation Methods ◽  
Balanced Development ◽  
Philosophy Of Ecology ◽  
Teaching Programs

The concept of the balanced development idea caused a renewed view on the problems in the area of the research methodology in environmental education. The aforesaid viewis related to the necessity of implementing methods in which an appropriate place will be found for a holistic approach to occurring environmental processes. An approach enabling interdisciplinarity of this problem will finally find its solution also in a new teaching method. This forces a new quality of a perceptive view of the environment, however by no means severing from the accepted research methodology enforced in nature sciences. The devised and generated uniformed standardization of holistic environmental education methodology, philosophy of ecology and environmental ethics, should, as a result, impact not only the knowledge status on the said problem but also create quintessential basics in execution of research on the process of shaping the pro-ecology approach. The article also includes selected comments on the studies on estimation methods of the holistic nature science education, which were carried out in the 2006/2007 academic year at the Institute of Ecology and Bioethics of the UKSW (Cardinal Stefan Wyszyński University). The objective of the aforesaid studies, among others, was to work out new system solutions, which could be implemented into the academic teaching programs of the Environmental Protection study specialization. They should also become a reason for a discussion on research methodology for the final individual assignation of “Environmental Protection” studies in our country.

scholarly journals ENVIRONMENTAL PROTECTION ELEMENTS IN TEXTBOOKS IMPLEMENTING EDUCATION CONTENT OF THE 1ST FORM

2006 ◽  
Vol 3 (2) ◽  
pp. 37-44
Author(s):  
Rita Makarskaitė-Petkevičienė ◽  
Asta Kuckienė
Keyword(s):  
Environmental Education ◽  
Music Education ◽  
General Education ◽  
Environmental Protection ◽  
School Environment ◽  
Fine Arts ◽  
Holistic Approach ◽  
Environmental Knowledge ◽  
Action Programme ◽  
The Republic

Environmental protection is one of the most topical spheres in natural science education. Problems regarding integration of environmental protection into the content of education have been broadly analysed by E.Šapokienė, V. Lamanauskas, etc. Environmental protection education is emphasised in universal programmes, general programmes, other education documents, the Public Environmental Education Strategy of the Republic of Lithuania and Action Programme. It is not surprising that one of the goals of general education school is to convey the system of environmental knowledge and skills and to form value principles of environmental protection in a democratic school environment, which promotes students’ initiative. The aim of this article is to present the results of research – the analysis of the 1st form textbooks which allowed to identify the number and the particularity of environmental elements in them. The results revealed that the biggest number of environmental protection elements was in the textbooks of environment cognition (‘Aš ir pasaulis’ (Me and the World) – 10 topics, ‘Raktas’ (Key) – 18 topics which integrate environmental knowledge, develop skills, abilities and value principles). Environmental protection was integrated into 7 topics of native language textbook ‘Šaltinėlis’ (Springlet). The textbooks of mathematics, fine arts and technologies included 1-3 environmental elements integrated into their topics. Though the subject itself is very favourable for environmental education, no elements of it were observed in the textbooks of music education. It is obvious that the authors of the textbooks for 1st forms demonstrate a holistic approach to education and environment. The range of environmental activities in the textbooks prepared by them is wide. Keywords: environmental education, primary school, and textbooks.

Reducing Pessimism's Sway in The Environmental Ethics Classroom

2004 ◽  
Vol 8 (2-3) ◽  
pp. 213-226 ◽  
Author(s):  
James Sheppard
Keyword(s):  
Environmental Policy ◽  
Environmental Education ◽  
Environmental Ethics ◽  
Career Paths ◽  
William James ◽  
General State ◽  
Environmental Challenges ◽  
The Subject ◽  
State Of The Environment

AbstractIncreased awareness of the breadth and depth of existing environmental challenges is part of an environmental education. One effect of this increased awareness that can manifest itself in the environmental ethics classroom is pessimism. I outline two varieties of pessimism that have a tendency to hold sway in the environmental ethics classroom: 1) pessimism about the general state of the environment; and, 2) pessimism about being able to do anything about the general state of the environment. After outlining a few of the potential educational and vocational consequences of allowing pessimism to take root, I offer a pedagogical method for reducing the sway of pessimism in the classroom. I argue that William James' and John Dewey's writings on the subject of meliorism offer a framework that, when combined with some of the insights of incrementalism theory in environmental policy, can not only help students to reduce the sway of pessimism in the classroom, but also in their chosen career paths by, among other things, highlighting the "possibility of possibility".

scholarly journals From Environmental Awareness to Environmental Responsibility: Towards a Stewardship Curriculum

2016 ◽  
Vol 2 (2) ◽  
pp. 60
Author(s):  
Ajayi C. Omoogun ◽  
Etuki E. Egbonyi ◽  
Usang N. Onnoghen
Keyword(s):  
Environmental Education ◽  
Environmental Ethics ◽  
Environmental Concern ◽  
Environmental Awareness ◽  
Code Of Conduct ◽  
Human Perception ◽  
Environmental Issues ◽  
School Curriculum ◽  
Ecological Problems ◽  
Environmental Curricula

<p>The period of environmentalism heightened environmental concern and subsequently the emergence of Environmental Education that is anchored on awareness. It is thought that increase in environmental awareness will reverse the misuse of the environment and its resources. Four decades after the international call for Environmental Education, Earth’s degradation is far from abating as it’s pristinity is consistently and irreversibly being eroded by no less than from anthropocentric activities. Humans have seen themselves as the dominant species that is apart and not part of the organisms that constitute the environment. The philosophical value free nature concepts and the theological assumption that human are the ultimate species together with the rise of capitalism and its surrogates consumerism together conspire to diminuate environmental health. To protect the environment therefore, we must refocus EE to change human’s view of the environment and attitude towards the utilization of its resources. Environmental education can become more effective in creating respect for the environment. This paper examined the failure of efforts at addressing environmental issues via environmental education. The paper posits that environmental problems are on the increase due to lack of deliberate responsibility and stewardship, lack of a unique EE curricula and ineffective pedagogy. We suggest therefore that EE can target human perception and attitude and direct then towards biocentric stewardship for the environment. This can be achieved through a deliberate pedagogy of environmental values that promotes sustainable attitude and respect for the environment. Humans must bear the burden of responsibility to ensure the wellbeing of the environment. We must replace the philosophical value free nature concepts that nature is a common commodity and the theological assumption that humans are the ultimate species. We must also rethink our consumerism nature and the endless faith in the efficacy of technology to solve reoccurrence human induced ecological problems. These issues must be embedded in the school curriculum. Pedagogical approach to EE should essentially be the experiential model. The school curriculum must be the carrier and doer of these values that are crucial to the sustainability of the environment. Environmental ethics, environmental code of conduct, environmental nationalism, nature as manifestation of God, ascetic consumerism are recommended as key component of environmental curricula and pedagogy.<strong> </strong></p>

scholarly journals THE CONTRIBUTION OF NGOS IN ENVIRONMENTAL EDUCATION: AN EVALUATION OF STAKEHOLDERS' PERCEPTION

2016 ◽  
Vol 19 (3) ◽  
pp. 47-66 ◽  
Author(s):  
VIRGÍNIA TALAVEIRA VALENTINI TRISTÃO ◽  
JOSÉ AMÉRICO MARTELLI TRISTÃO
Keyword(s):  
Environmental Education ◽  
Teaching Method ◽  
Public And Private ◽  
Contemporary World ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Social ◽  
Private Sector Organizations ◽  
Social Environmental ◽  
Public And Private Sector

Abstract Environmental education practiced by non-governmental organizations (NGOs) presents itself as a new teaching method directed at changing habits, attitudes and social practices seeking solutions for the social-environmental degradation afflicting the contemporary world. This work seeks to identify the perception and expectations of stakeholders regarding the contribution of NGOs in environmental education. The research was guided by the Delphi method and, as a result, verified that the involved stakeholders understand that environmental education practiced by NGOs must be ample, free, professionalized and directed towards all the segments of society via partnerships with public and private sector organizations.

scholarly journals Astrakhan state biosphere reserve, as an object of ecological enlightenment of the population

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Eduard Arustamov ◽  
Kseniia Kobiak ◽  
Irina Pavlova
Keyword(s):  
Nature Conservation ◽  
Environmental Education ◽  
Environmental Protection ◽  
Caspian Sea ◽  
Scientific Research ◽  
Biosphere Reserve ◽  
Educational Activity ◽  
Educational Activities ◽  
Volga Delta ◽  
Adjacent Territory

Astrakhan biosphere reserve, the Volga Delta, hunting, the birds’ nesting area, adjacent territory of the Delta, Northern Caspian sea, the species. The article is characterized by environmental protection, research and ekologo-educational activity of the Astrakhan biosphere reserve, which is the oldest environmental institution of the Federal value. Specific examples of diversification activities of the reserve, has drawn attention to the possibility of a successful combination of very important and substantive nature conservation with scientific research, environmental education and, even to some extent, educational activities.

scholarly journals ENVIRONMENTAL EDUCATION AND SUSTAINABILITY: AN ANALYSIS OF THE RELATIONSHIP BETWEEN PEDAGOGY AND NATURE IN ITALIAN AND INTERNATIONAL DOCUMENTS / EDUCAZIONE AMBIENTALE E SOSTENIBILITÀ: UN'ANALISI DELLA RELAZONE TRA PEDAGOGIA E NATURA NEI DOCUMENTI ITALIANI ED INTERNAZIONALI

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Alessandra Natalini
Keyword(s):  
Environmental Education ◽  
Holistic Approach ◽  
Lifelong Education ◽  
General Sense ◽  
School Contexts ◽  
Social Actors ◽  
Agenda 2030 ◽  
Environmental Disasters ◽  
Educational Processes ◽  
The Relationship

In a general sense, environmental education can be understood as a process that leads to a better understanding of the relationship between man and the natural environment, and sustainability as the possibility for those who come after us to be able to do the same things we can do today. Environmental education and sustainability as such imply collaboration between all social actors in the prevention and resolution of environmental problems. Direct contact with nature in education implies the assumption of a holistic approach, which sees in the relationship between economics, politics, society and ecology a useful tool for educating the new generations, as already widely noted by prominent early 20th century pedagogues such as Giuseppina Pizzigoni. Environmental education is therefore a type of holistic and lifelong education, including education "about, for and through" the environment, the importance of which has grown over time, partly as result of increasingly frequent environmental disasters. These have been followed by various measures, such as the Tbilisi Declaration, the Declaration of the Rights of Nature, the Brundtland Report, the Kyoto Protocol, the Aahrrus Convention, Agenda 2021, Agenda 2030 and so on, in which environmental education and sustainability have been strongly linked to educational processes, so much so that, in Italy, they have been treated in an interdisciplinary key and borrowed in the National Indications (MIUR, 2012) and the National Indications and New Scenarios (MIUR, 2018), as well as in the 2014 Environmental Education Guidelines for Sustainable Development. The contribution, starting from data considerations, focuses on the construction of attitudes, behaviours and conducts in school contexts related to care and protection, as well as environmental awareness, which are combined with those of protection and teaching capable of reading and preserving the environment from the perspective of sustainability. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

scholarly journals The Environmental Education Dimensions for Sustainable Development

2015 ◽  
Vol 16 (30) ◽  
pp. 18-30
Author(s):  
Martian Iovan
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Environmental Education ◽  
Personality Traits ◽  
Moral Education ◽  
Empirical Research ◽  
Civic Education ◽  
Environmental Ethics ◽  
Human Right ◽  
Civil Values

Abstract Based both on a historical approach regarding the evolution of the environmental education between 1960 and present days, and on empirical research as well, the author proves that the efficiency of the environmental education could be much higher if included within the broader sphere of moral and civic education and if it is driven by a more extensive ideal sprung from the fundamental human right to a clean and well preserved environment, by the contemporary moral and civil values. The author pleads and motivates for an increased capitalization of the humanities and social sciences, of art, of environmental ethics and aesthetics in shaping “the ecological personality” of the tomorrow people. When shaping these personality traits through environmental education activities, one must emphasize the importance of practice and applied actions aimed to protect the environment, and in general, the practice of civic-moral education methods.

scholarly journals A web system to engage people to reducing the environmental footprint of a school

2020 ◽  
Vol 171 ◽  
pp. 02001
Author(s):  
Luís Bruno ◽  
Elsa Rodrigues
Keyword(s):  
Software Engineering ◽  
Environmental Education ◽  
Environmental Protection ◽  
Environmental Footprint ◽  
Waste Collection ◽  
Development Study ◽  
Web System ◽  
Front Office ◽  
Generic Tasks ◽  
Back Office

This paper describes the development study of a solution to promote the Eco-Schools program for a higher school (ESTIG). The solution should communicate the actions and results of the Eco-Schools program, raise awareness from school all members to environmental education and involve the school community to save resources and to make selective waste collection through their monitoring. This Web system is composed by a front-office and a back-office and was developed according to principles and techniques of the software engineering area. The front-office were validated through user tests with 23 participants. In general, for generic tasks participants found the system easy to use and it was efficient and effective. For a more complex tasks participants had more difficulties to use and the system didn’t present so efficient and effective. There is a space to improve this system in order to involve more school members to environmental protection and education extended to other schools.

scholarly journals Land Tenure and Conservation in Chure

2017 ◽  
Vol 15 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Bijay Kumar Singh
Keyword(s):  
Environmental Protection ◽  
Land Tenure ◽  
Holistic Approach ◽  
Region I ◽  
The Status ◽  
Environmental Protection Area ◽  
Protection Area ◽  
The Government ◽  
Over Exploitation ◽  
High Level

  Covering about 13 per cent of the total land area of Nepal, Chure is an environmentally vulnerable, fragile and sensitive zone. Recognizing this, the Government of Nepal has declared it as “Chure Environmental Protection Area” and has formulated a high level board called “President Chure- Terai-Madhesh Conservation Board” to oversee the conservation activities in the region. Based on a review of literature and a decade long engagement of the author in the conservation in Chure, in this paper, I explore the status and issues related to the management of and land tenure in the Chure region. I find that land tenure is one of the most contested and challenging issues of conservation in Chure. With the presence of significant human settlements near to Chure Environmental Protection Area, the boundary is contested, particularly after the unilateral designation by the government; issues also remain around the rights to utilize forest resources. In fact, these factors have resulted in over exploitation of the resources, mainly by the upstream communities. I conclude the paper arguing for a broader, holistic approach that integrates upstream and downstream ecosystems in such a way that strengthens the historical socio-ecological links between the Chure region and the Terai so as to bring positive impacts for both.

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