scholarly journals The environmental education and the risk literacy: an approach to a healthy and sustainable society

2001 ◽  
Author(s):  
D. M. B. Bonotto
Keyword(s):  
Environmental Education ◽  
Sustainable Society ◽  
Risk Literacy

Efforts to Promote Sustainable Development through Education in Cambodia

2014 ◽  
pp. 672-684
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Environmental Education ◽  
Lifelong Learning ◽  
Life Skills ◽  
Peace Education ◽  
Education For All ◽  
Sustainable Society ◽  
Educational Activities ◽  
Cultural Contexts

This chapter provides an overview of how “Education for Sustainable Development” (ESD) is being promoted in Cambodia today through historical, social, and cultural contexts as part of the implementation of the goals of “Education for All (EFA),” from three perspectives: (1) acquisition/improvement of life skills; (2) enhancing environmental education; and (3) promotion of peace education and human rights education. It is worth noting here that although the educational activities conducted in Cambodia are not necessarily known as ESD, they certainly embody the concept of it. The chapter emphasizes that the positioning of EFA and ESD as essential lifelong learning is important to achieve a sustainable society.1

Stand Up, Stand Up and Be Counted: Undermining Myths of Environmental Education

1997 ◽  
Vol 13 ◽  
pp. 21-26 ◽  
Author(s):  
John Fien
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Sustainable Society ◽  
Sustainable Living ◽  
Education Practice ◽  
New Millennium

AbstractThis paper explores some of the ideas that underlie different conceptions of sustainable development. It suggests the notion of ‘sustainable living’ may provide direction for the role of environmental education in the transition towards a sustainable society. Aspects of the emerging concept of ‘education for sustainable living’ are used to analyse some widely-held assumptions about environmental education practice. In doing so the paper seeks to contribute to the process of identifying a vision and practice appropriate to environmental education for a new millennium.

scholarly journals A inserção da educação ambiental no contexto do ensino fundamental

2020 ◽  
Vol 25 (2) ◽  
pp. 725-744
Author(s):  
Marciano Coleta Leal ◽  
Paulo De Souza Danelichen
Keyword(s):  
Elementary School ◽  
Environmental Education ◽  
School Environment ◽  
Basic Education ◽  
School Context ◽  
Human Beings ◽  
Sustainable Society ◽  
Fundamental Education ◽  
Awareness Raising ◽  
And Training

Com os avanços da ciência e tecnologia em um mundo de constante globalização, o ser humano passa por uma experiência de um descontrolado desequilíbrio ambiental. O presente artigo tem como tema a educação ambiental no ensino fundamental com uma introdução à educação ambiental e os desafios desse tema no âmbito escolar. Vivemos em um período de muitas mudanças, as quais exigem de nós enquanto seres humanos, a visão do futuro para garantir a sobrevivência das futuras gerações. Atualmente, mais que nunca sentimos a necessidade de nos dedicar a educação ambiental na perspectiva de uma mudança global, num prazo de urgência. O ambiente escolar é o precursor para a formação de cidadãos conscientes, na ação de uma “sociedade sustentável”. Desse modo, este artigo apresenta os desafios desse tema no âmbito escolar, mais especificamente com alunos do ensino fundamental, com o objetivo de desenvolver um trabalho de conscientização sobre a referida temática, bem como abordar questões de relevância para o processo educativo e formativo dos mesmos. The insertion of environmental education in the context of fundamental education With the advances in science and technology, in a world in constant globalization, the human being is subjected to an experience of total environmental imbalance. In this sense, this article, inserted in the theme of environmental education in elementary school, aims to discuss the challenges of this theme in the school context. We live in a period of many changes, which compel us, as human beings, to look to the future to guarantee the survival of future generations.Today, more than ever, we feel the need to dedicate ourselves to environmental education with a view to global change, in an urgent timeframe. The school environment is the precursor for the formation of conscientious citizens, in the action of a “sustainable society”. In this way, we present the challenges of the theme in the school context, more specifically with the students of basic education, with the objective of developing an awareness raising work on that theme, as well as addressing issues relevant to their educational and training process. Keywords: Environment. Environmental education. Elementary School. Challenge.

Ignorance, Environmental Education Research and Design Education

2005 ◽  
Vol 21 ◽  
pp. 39-46 ◽  
Author(s):  
Deirdre Barron ◽  
Simon Jackson ◽  
Lyndon Anderson
Keyword(s):  
Environmental Education ◽  
Design Education ◽  
Design Research ◽  
Design Practice ◽  
Sustainable Society ◽  
Education Development ◽  
Relative Lack ◽  
The World ◽  
Ecologically Sustainable ◽  
Research And Design

AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.

Education for Sustainable Development (ESD) in Asia

2017 ◽  
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Socioeconomic Development ◽  
Education For Sustainable Development ◽  
Sustainable Society ◽  
Asian Countries ◽  
Development Education ◽  
The World

A new approach to education has been proposed, called Education for Sustainable Development (ESD), with the goal of developing education in order to foster individuals who will contribute to the realization of a socially, economically, and environmentally more sustainable society. From the beginning of the 21st century, this has given rise to discussions and practices on related themes all over the world, including in Asia. While the environment surrounding education is markedly changing in Asian societies, with educational reforms actively pursued in many Asian countries and regions, their situations greatly differ depending on the context in which they find themselves. Today, departing from the conventional modes of teaching and learning that focus on the acquisition of an already systematized body of knowledge and skills, the field of education the world over is now shifting its focus to what is called key competencies, adopting and experimenting with new teaching and learning styles to develop abilities referred to as 21st-century skills. Based on these theoretical and conceptual discussions, a number of initiatives have been adopted as policies, school curricula, and educational practices in order to promote ESD in Asian countries. It is possible to divide Asian countries into three groups based on the place of ESD in their countries, as well as their degree of socioeconomic development and the popularization of school education: (a) countries that have accumulated experience in the practice of environmental education or development education; (b) countries that have been witnessing growing environmental consciousness and its rapid institutionalization in recent years, with varying degrees of implementation of environmental education; and (c) countries in which the elimination of poverty and inequality remains the most pressing issue and ESD is promoted in connection with development issues. Although the introduction of ESD is greatly affected by each country’s socioeconomic situation, it is important for all countries in Asia to promote equitable and sustainable education in order to realize a sustainable society. Thus, Asian countries need to form a social consensus to promote ESD, which requires the participation and responsibility of the whole of society.

Sign in / Sign up

Export Citation Format

Share Document