By Joy Palmer
Environmental schooling is a box characterized via a paradox. Few could doubt the urgency and value of studying to reside in sustainable methods, yet environmental schooling holds nowhere close to the concern place in formal education all over the world that this could recommend. this article units out to determine why this can be so. it really is divided into six components: half 1 is a concise historical past of the advance of environmental schooling from a global standpoint; half 2 is an summary of the 'global agenda', or topic wisdom of environmental schooling; half three introduces views on conception and learn in environmental schooling; half four strikes directly to perform, and offers an built-in version for making plans environmental schooling programmes; half five brings jointly invited individuals who discuss environmental schooling of their personal nations - from 15 international locations together with China, South Africa, Sri Lanka and the us; half 6 returns to the middle questions of the way growth may be made, and the way we will be able to maximise the potential for environmental schooling for the 21st century.
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Extra info for Environmental Education in the 21st Century: Theory, Practice, Progress and Promise
A range of structured programmes aims to ‘break down barriers in the natural world, encourage an understanding of how ecosystems work, and develop positive caring attitudes to the Earth’. Humane education is a broad field, ranging from the humane treatment of animals to world peace. It aims to ‘provide the basis for responsible planetary citizenship’ and to ‘achieve compassionate change which challenges the selfish and anthropocentric attitudes that have encouraged exploitation of each other, animals and the world to the point where we are now threatening our very survival on this planet’.
Underpinning this Entitlement is a clear emphasis on values and attitudes. Indeed a critical component of cross-curricular issues in general is their ability to promote discussion or questions of values, belief and personal decisionmaking as a response to interaction with the environment. Learning Further to the above statement of Entitlement, a broad outline structure for every child’s learning in environmental education was articulated (unpublished NCC Task Group papers, 1989). This is based on two broad dimensions which relate to other subject areas of the curriculum.
Similarly, outdoor education, global education and humane education have clearly influenced (and been informed by) developments in environmental education. Such ‘educations’ have a great deal in common. Their aims, objectives and content merge and overlap to a considerable degree. If environmental education is my metaphorical stream, then the likes of nature studies, rural studies, fieldwork, urban studies, streetwork, and a host of ‘adjectival’ educations: outdoor, adventure, earth, humane, heritage, peace, development, global and futures among them, have fed as welcome tributaries into the steady and increasing flow of influence.