scholarly journals In Praise of Environmental Education

2005 ◽  
Vol 3 (3) ◽  
pp. 284-295 ◽  
Author(s):  
Pablo ángel Meira Cartea
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Historical Development ◽  
Education For Sustainable Development ◽  
Environmental Crisis ◽  
The Political ◽  
Critical Stage ◽  
Ideological Bias ◽  
Wide Acceptance ◽  
The Rich

Environmental education (EE) is going through a critical stage. The wide acceptance of education for sustainable development (ESD) as a reference guiding the educational response to the environmental crisis has strengthened the critical views of EE. This article tries to refute the arguments put forward by those who criticize EE and advocate its ‘substitution’ by ESD. The article points out the theoretical weaknesses and the political and ideological bias of the notion of ‘sustainable development and sets these against the rich historical development of EE. In this approach, ESD is shown to offer no original responses to the challenges of the environmental crisis and of development. The author admits that ESD may be one of the options in the multi-paradigmatic essence attributed to EE, but believes that other interpretations of educational action are coherent with a view of society which is equally sustainable, but which is at the same time oriented towards the attainment of justice and equity today and in the future of mankind.

scholarly journals Co-Evolutionary Paradigm of Ecological Education for Sustainable Development: Methodological Basis

2021 ◽  
Vol 16 (4) ◽  
pp. 65-74
Author(s):  
Vinokurova Natalia F ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Cognitive Model ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Environmental Crisis ◽  
Industrial Society ◽  
Evolutionary Strategy ◽  
Educational Systems ◽  
Scientific School

Throughout the history of its development, environmental education has been viewed as a priority area in the modernization of all educational systems in the face of aggravated environmental problems. A comparative analysis of the change in environmental education paradigms made it possible to conclude that they evolved in accordance with the change in cognitive models and value-target guidelines: environmental education, environmental education and environmental education for sustainable development. On the basis of a generalization of philosophical, scientific, psychological and pedagogical research, the statement is substantiated that in the modern conditions of the global environmental crisis, the relevance and importance of developing the methodological foundations of environmental education based on a co-evolutionary strategy, which ensures the transition of mankind to the path of sustainable development, is obvious. The article reveals the methodological foundations of the co-evolutionary strategy of environmental education for sustainable development, which reflects the cognitive model, value co-evolutionary relations and the constructive coherent-creative orientation of nature-friendly activity. The co-evolutionary paradigm of environmental education for sustainable development, based on the ideas of synergy, reflects the picture of the world of a post-industrial society. The essence of co-evolutionary subject-activity, transdisciplinary, integrative and integrative-situational, cultural-ecological coherent-creative approaches is revealed. The conclusion is made about the semantic and value-worldview conjugation of these approaches, which ensures the integrity of the methodological foundations of the co-evolutionary paradigm of environmental education for sustainable development. The experience of the Nizhny Novgorod scientific school of environmental education in the implementation of the considered methodological approaches in environmental education for sustainable development is presented. The promising directions of research on this problem are formulated, related to the determination of the functional completeness of the methodological foundations and the development of methods for their implementation in educational practice. Keywords: co-evolutionary paradigm, environmental education for sustainable development, methodology

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

scholarly journals Os entraves da tendência pragmática para uma educação ambiental emancipatória / The challenges of the pragmatic tendendy for emancipatory environmental education

2017 ◽  
Vol 7 (2) ◽  
pp. 146
Author(s):  
Liliane Samira Becari Nogueira ◽  
Catarina Teixeira
Keyword(s):  
Sustainable Development ◽  
Critical Theory ◽  
Environmental Education ◽  
Environmental Crisis ◽  
Central Position ◽  
Theoretical Discussion ◽  
Educational Problem ◽  
The Sustainable Development ◽  
Educational Issue ◽  
Educational Field

Este artigo é um ensaio teórico fundamentado em autores que analisam as correntes e tendências político-pedagógicas da Educação Ambiental (EA). A discussão se apoia na ideia de crise ambiental da sociedade contemporânea e as compreensões acerca do conceito inerente ao termo “Desenvolvimento Sustentável”, característico da macrotendência pragmática. Discute-se as características de cada tendência da EA e os entraves do pragmatismo em contraposição a uma Educação Ambiental Emancipatória, tendo como referencial epistemológico e filosófico a Teoria Crítica. De forma geral, o pragmatismo se apresenta como um problema da Educação e, por consequência, da EA. A valorização do pragmatismo em detrimento do fazer permeado pelo pensamento crítico constitui um dos problemas da vertente hegemônica da EA. Embora haja um crescimento da vertente crítica da EA, a posição central dentro do campo ocupada atualmente pela tendência pragmática nos impõe uma Educação Ambiental incapaz de realizar o seu potencial emancipatório, por estar apoiada em práticas que não se orientam para a transformação das relações sociais vigentes.Palavras-chave: Educação Ambiental; Pragmatismo; Teoria crítica; Emancipação. ABSTRACT: The present article is a theoretical discussion based on authors who analyze current political-pedagogical trends of the Environmental Education. The discussion is substantiated on the idea of the modern society's environmental crisis and the understanding of the concept associated with the "Sustainable Development" term, representing a predominant pragmatic macrotendency in the Environmental Educational field. The article discusses the aspects of each Environmental Education tendency and the challenges of the pragmatism opposed to the Emancipatory Environmental Education idea, taking as a phisophical and as an epistemological reference the Critical Theory. In general, the pragmatism is presented as an educational problem and consequently an Environmental Educational issue. The appreciation of pragmatism compared to the devaluation of the acts reasoned on the assumptions of the critical thinking is one of the problems of the hegemonic strand of the Environmental Education. Although there is some growth of the critical strand of the Environmental Education, the central position in this field, currently occupied by the pragmactic tendency, imposes on us an Evironmental Education incapable of fulfilling its emancipatory potencial for being supported by practices that are not oriented towards the transformation of the current social relations.Keywords: Environmental education; Pragmatism; Critical theory; Emancipation.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

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