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EED 2601 - Assignment 02
Environmental Education (BE.D) (EED2601)
University of South Africa
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EED 2601
ENVIRONMENTAL EDUCATION
SENIOR AND F.E. PHASE
Johan CC De Witt
Assignment 02
Student No: 5605 -237-
Unique No: 839149
Due Date: 31 July 2020
- The IUCN defines environmental education as follow:
Environmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertaining to an appreciation of the relationship between man, his culture and his biophysical environment. Environmental education also includes the practice of decision making and the formulation of a personal code of conduct on matters affecting the quality of the environment.
1 Why the above extraction is considered to have behavioural emphasis:
The above definition is considered to have behavioural emphasis, the following are some key characteristics of environmental education: - inter-, trans- and multi-disciplinary: it should be taught across all subject disciplines - multi-level: it should be taught at all grade levels from preschool through high school and beyond - taught across all sectors of society – environmental education involves formal, informal and non-formal education process - global views: it involves the development of a holistic global environmental ethic - environmental concepts: such as biodiversity, limiting factors, carrying capacity, sustainability - process development: environmental education processes include the development of cognitive (environmental knowledge), affective (pro- environmental attitude), behaviour, environmental problem-solving skills, decision making and action.
1 Tbilisi Principles that relate to the definition and how it can be used to promote behavioural changes:
Environmental education should:
Consider the environment in its totality—natural and built, technological and social (economic, political, cultural-historical, ethical, aesthetic). Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages:
- Environmental education, whether formal, non-formal or informal, should be grounded in critical and innovative thinking in any place or time, promoting the transformation and construction of society. Environmental education is both individual and collective. It aims to develop local and global citizenship with respect for self-determination and the sovereignty of nations.
- Environmental education must involve a holistic approach and thus an interdisciplinary focus in the relation between human beings, nature and the universe.
Relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learner's own community in early years. Help learners discover the symptoms and real causes of environmental problems. Emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills:
3
Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible holistic and balanced perspective.
We as educators and learners should form a partnership in school and campaign in school as well as the community for a pollution free environment. It might be impossible to eradicate some forms of pollution e. Smoke from factories but we should make a concerted effort to reduce pollution.
4
Focus on current and potential environmental situations while taking into account the historical perspective.
Encourage learners to read local newspapers and articles about the pollution we are facing in the country, educators should print out articles and read it to the class so they aware. Make learners take responsibility in protecting the environment.
5
Promote the value of, and necessity for, local, national and international cooperation in the prevention and solutions of environmental problems.
Firstly, educators should teach learners about pollution. Then we should equip them with the necessary skills to promote the prevention of pollution. We should encourage them to ask their communities to partake in clean-up drives, talks, plays and programmes. Also encourage them to create a long- term clean-up programme. Explain to learners that by making just a small change in their everyday lives we can reduce pollution.
- In the 21st Century Education for sustainable development is very prominent concept:
4 Sustainable development: A definition for sustainable development can be to meet the basic needs of people today without ruining the chances of future generations to do the same. In the greater global environment, there is a serious concern whether economic growth all over the world is sustainable.
4 Dimensions of sustainability: - Social - Environmental - Economic - ecological
4 Ecological indicators of sustainability: - Area of land degraded and polluted. - Human population and growth. - Rate of energy use.
4 Social indicators of sustainability: - Levels of education including literacy and numeracy. - Life expectancies at birth and at the age of 20. - Morbidity rates, e. Crime rates and homelessness.
4 Spiritual indicators of sustainability: - Equitable distribution of wealth. - Economic equity and fairness.
- Environmental Education learning process:
5 Different learner needs:
Auditory learners: Prefer to learn through listening, e. listening to verbal presentations on environmental topics and discussions on environmental issues. Auditory learners interpret underlying meanings of speech through listening to voice tone, pitch, speed, etc. Presentations by environmental educators need to be interesting, lively and varied to retain leaners ‘attention.
Visual learners: Prefer learning through sight. Visual learners need to see the educator’s body language and facial expressions to fully understand the content of a presentation. They tend to think in pictures and learn best from visual displays, e. pictures, computer programmes, diagrams, illustrated textbooks, overhead projectors, videos, flipcharts and handouts.
Tactile learners: Prefer learning though touching, moving and doing. They are suited to outdoor learning experiences such as hands-on approaches and active exploration of the physical world around them. Educators must utilise the learners’ sense of adventure and their need to explore and be active.
5 Diversity context in which environmental education can take place:
- Education ‘about’ the environment
- Education ‘in’ the environment
- Education ‘for’ the environment
5 Guiding criteria for choosing Environmental Education methods:
The following can be used for a guiding-criteria for choosing Environmental Education teaching methods:
How can Environmental Education be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages?
How can Environmental Education promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems?
Can Environmental Education help with the planning aspects in plans for development and growth?
Can Environmental Education enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences?
How can Environmental Education help learners discover the symptoms and real causes of environmental problems?
- Environmental issues Report: (Bitter life of Chocolate’s child slaves)
7 Agriculture product at heart of the environmental issue: - The Production of Cocoa and products produced from it. E. Chocolate
7 Where and How is it produced: - The worlds largest cocoa producers are in the Ivory coast and Ghana. It is made by trafficked and enslaved children.
7 Issues for each of the following Environmental Dimensions:
7.3 Social: Human rights of children are violated because of not sending the children to school.
7.3 Political: Embezzlement of money meant for grower.
7.3 Economical: Children are forced to work without getting money (Child labour) and farmers earn less for 1kg of cocoa beans that would be payed for a Snicker bar.
7 The effect of Ghana and Ivory Coast in cocoa production:
7.4 Environmental responsibilities of Chocolate producers: - International chocolate manufactures have pledge to introduce a form of approved labour certification for cocoa farmers. - Has pledge to potentially do no environmental harm with properly managed practices to soil erosion.
7.4 Environmental responsibilities of Chocolate Consumers: - To only support producers that do not make use of child labour. - To pledge in the support of protecting the environment from possible harm to soil erosion and practices.
- International events that influenced the development of Environmental Education and Education for Sustainable Development:
Date: 1972 Event: United Nations Conference Where: Stockholm Outcomes: The conference was on human environment involving the world's rich and poor nations coming together to discuss the environments matters, this conference also led to the development of the United Nations environment program.
Date: 1975 Event: International workshop on environmental education Where: Belgrade, Yugoslavia Outcomes: The workshop on environmental education was organized by UNEP together with UNESCO.
Date: 1977 Event: Intergovernmental Where: Tbilisi at the USSR Outcomes: Tbilisi principles of environmental education.
Date: 1987 Event: International conference on environmental education Where: Moscow Outcomes: The conference confirmed the establishment of the 12 Tbilisi principles of environmental education.
Date: 1983 Event: Brandt Commission Report Outcomes: It focused on the inter alia on the need for a fairer distribution of the world's wealth and resources than was.
Date: 1980 Event: Global 2000 Report to the president of the United States Outcomes: It was commissioned by President Jimmy Carter and was then rejected by the next president Ronald Reagan.
Date: 1987 Event: Brandt land Report Outcomes: The commission had the most influence in the way people view the environment and environmental issues.
Date: 1992 Event: Earth Summit Outcomes: It focused on the role of environmental education as an educational response to the environmental crisis.
[SOURCE: V. Schalk, C.P , environmental education for sustainability, 2nd Edition, 2014, page 45- 48 ]
BIBLIOGRAPHY
V. Schalk, C.P , environmental education for sustainability, 2nd Edition,
The University of South Africa. UNISA. EED 2601, Environmental Education Study Guide EED2601/501. 2020.
EED 2601 - Assignment 02
Course: Environmental Education (BE.D) (EED2601)
University: University of South Africa
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