Environmental Education and Education for Sustainability Essay

motion 1What international events influenced the reading of surroundingsal Education and Education for Sustainability? List the key usings and events in a short 1-p geezerhood point-form account providing the pertinent names of events and dates/ years in which they took perplex1) The 1972 United Nations assembly on Human Environment StockholmIt conduct directly to the primement of the United Nations Environment Programme (UNEP), which became the first UN potency to establish its headquarters located outside of Europe and North the States in Nairobi in Kenya, East Africa. Among the first tasks given to the UNEP was to establish term environmental fosterage. Together with Unesco, UNEP organised the first outside(a) Workshop on environmental Education in Belgrade, Yugoslavia, in 1975 and spargon-time activity on this, the first Inter-governmental Conference on environmental Education held at capital of Georgia in the USSR in 1977. This conference resulted in the declar ation of 12 principals now referred to as the Tbilisi Principals of environmental Education which provided the framework and guidelines for the action of environmental command on a orbicular, regional, and national scale. The 1987 outside(a) Conference on environmental Education held in Moscow reaffirmed the Tbilisi Principals as sound guidelines for the increment of national environment al culture programmes.2) The Tbilisi Principles of Environmental EducationConsider the environment in its totality internal and built, technological and neighborly (economic, political, cultural-historic, moral, aesthetic) Be a continuous mannerlong process, informant at the preschool level and continuing with totally formal and non-formal stages Be interdisciplinary in its draw near, drawing on the specific content of from each one discipline in making possible a holistic and match perspective Examine major environmental issues from topical anesthetic, national, regional, and inte rnational points of view so that students receive insights into environmental conditions in former(a) geographical argonas Focus on genuine and potential environmental situations while taking into account the historical perspectivePromote value of, and necessity for local, national, and international cooperation in the streak and solution of environmental problems Explicitly consider environmental aspects in plans for the collapsement and growth Enable scholars to have a region in training their acquisition experiences and provide an probability for making decisions and accepting their consequences Enable learners to have a role in planning their larn experiences and provide an opportunity for making decisions and accepting their consequences Relate environmental sensitivity, knowledge.Problem- lick clevernesss and value clarification to every age, but with special emphasis on environmental sensitivity to the learners own community in early years attention learners discove r the symptoms and current causes of environmental problems Emphasise the complexity of environmental problems and frankincense the exigency to develop critical thinking and problem-solving skills Utilise diverse acquisition environments and a broad array of readingal approaches to instilling/ encyclopedism much or less and from the environment, with due stress on practical activities and first-hand experience3) The 1992 Rio Earth heightThe 1992 Earth natural elevation foc employ on the role of environmental bringing up as an educational response to the environmental crisis. Chapter 36 of Agenda 21 (UNCED, 1992), was one of the key documents to emerge from the conference , emphasises the need for wide-scale environmental educational programmes in diverse settings, while the BioDiversity Convention includes education and capacity mental synthesis , as do many of the other international conventions aimed at responding to a wide course of environmental issuesAgenda 21 des cribes environmental education processes that involve teachers and learners in promoting sustainable development and improving the capacity of pot to salute environment and development issues illustrating the close link between changes in the field of environmental education and the prominence of the nonion of sustainable development at the Rio Earth Summit. A development linked to the 1992 Earth Summit was the development of a Treaty on Environmental Education for sustainable Societies, which was adopted at a plenary meeting by the International Forum of NGOs and Social Movements4) The NGO Forum PrincipalsEducation is the right of all we ar all learners and educators Environmental education, whether formal, non-formal or informal, should grounded in critical and progressive thinking in any place or time, promoting the transformation and mental synthesis of society Environment education is bothindividual and collective. It aims to develop local and global citizenship with resp ect for self-determination and the sovereignty of nations Environmental education is not neutral but it value-based. It is an act for social transformation Environmental education essential involve a holistic approach and thus an interdisciplinary focus in the relation between human beings, nature and the world Environmental education must stimulate solidarity, equality, and respect for the human rights involving republi goat strategies and an open climate of cultural interchangeEnvironmental education should shroud critical global issues, their causes and interrelationship in a systematic approach and within their social and historical contexts. Environmental education must recover, recognise, respect, devise and utilise indigenous history and local cultures, as well as promote cultural, linguistic and ecological diversity. Environmental education must still equal partnerships in the processes decision making at all levels and stages Environmental education should empower all peoples and promote opportunity for grassroots democratic change and participation. Environmental education values all different forms of knowledge. acquaintance is diverse, cumulative and socially produced and should not be patented or monopolised Environmental education must be designed to enable people to superintend conflicts in just and humane ways Environmental education must stimulate dialogue and cooperation among individuals and institutions in give to create new lifestyles which argon based on meeting everyones basic needs, regardless of cultural gender, age, religious, class, physical or mental differences Environmental education requires a democratisation of the mass media and its commitment to the interest of all sectors of society. Environmental education must integrate knowledge, skills, values, attitudes and actions Education must help develop and ethical sensation of all forms of life with humans share this planet, respect all life cycles, and impose limits on humans exploitation of other forms of life. doubtfulness 2The IUCN defines environmental education as followsEnvironmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertainingto an appreciation of the relationship between man, his culture and his biophysical environment. Environment education also includes the practise of decision-making and the formulation of personal enactment of conduct on matters affecting the quality of the environment. In a school context, you observe the spare-time activityPaper and lot is strewn over the whole school and the school movement are unkempt Lights are left on in classrooms and offices afterwards school is over Taps are usually left go downAs an environmental educator you realise that this an opportunity to educate the learners and the lag at your school about the environment issues observed and to help them take action to respond to these issues. Brie fly explain 3) What values you can teach the school in relation to the observed environmental issues?The splendour of a clean environment is a healthy environment. We can teach children the importance of recycling. 4) What skills need to be developed to address the problems? We need to educate learners the threats that litter causes to the environment e.g. litter can be a fire calamity it could harm or kill animals, can block waterways, litter looks meritless and is an eyesore for anybody. 5) What attitudes need to be developed in the school?Learners and children need to develop a positive attitude, to involve the entire school in a recycling programme, which can be extended to the community. 6) What decisions need to be do by the school management to address these issues? Create awareness by providing recycling bins for paper, glass and plastic. Pick an area on a each week basis and involve the learners and parents to participate in cleaning up the area. ca-ca awareness meeti ngs with the learners, have charts in the classrooms, go on field trips. 7) What code of conduct needs to be developed for learners in the school to address these issues? The rules of the school have to be strict, children are to receive detention if they are caught littering.QUESTION 3Education for sustainability and education for sustainable development are very prominent in this decade for sustainable development. Answer the belowmentioned questions regarding this 3.1 Define the term sustainable developmentSustainable development mode ensuring the dignified living conditions with regard to human rights by creating and maintaining the widest possible range of options for freely defining life plans 3.2 Name devil ecological indicators of sustainability drug addiction and generation of waste are minimisedRenewable, non-toxic energy sources are used and/ or disposed of to the benefit of the environment and community3.3 Name cardinal social indicators of sustainabilityThere are ad equate opportunities/ technologies for communication within the community and for connecting, as is appropriate, with the worldwide community The talents, skills and other resources of the community are shared freely within the community, and offered outside the community, to serve the greater good3.4 Name two spiritual indicators of sustainabilityCultural vitality is sustained through artistic and other cultural activities and celebrations There is a capacity for flexibility and productive responsiveness to difficulties that deviseQUESTION 4Discuss how you can apply cardinal (5) Tbilisi principals of Environmental Education in teaching an environment education topic of your choice Assessment guide Your chosen topic has to be an environmental issue that environmental education will be responding to. You need to list the 5 principals and for each principle explain how you will richly incorporate it into the chosen topic. Use the framework below for your answerEnvironmental TopicT bilisi PrincipleApplication of the principle to the topic1.consider the environment in its totalityLearners are to respect the environment2.focus on current & potential environment situationsThink on the current problems and the problems that can arise in the future if not dealt with now 3.help learners discover the symptoms & real causes of environmental problems Educate learners on how these problems are caused and how to detect them early on 4.emphasis the complexity of environmental problems and the need to develop critical thinking and problem solving Discuss with learners the hazards of environmental problems and ways to prevent them 5.enable learners to have a role in planning their learning experiences Group studies, sharing and brainstormingQUESTION 5Discuss learning in environmental education under the spare-time activity headings 5.1 environmental learning strategies or approachesActive LearningLearners should not only learn about the environment, but should also be com bat-ready participants in the learning situation in environment education honest LearningLearning about real environmental threats and problems, and looking for real solutions to these challenges. It also implies active, hands-on learning Problem SolvingWith the correct focal point and support, learners will make a genuine effort to solve problems if they are real and especially if adults have been unable to find a solution.decisive ThinkingMany outcomes for environmental learning include the phrase Learners should critically require with This implies a higher dimension of thought and requires learners to acquire a lot of information on different perspectives associated with an environmental problem, issue or risk if their critical engagement is to be meaningful. 5.2 principles for environmental learningTo run into a holistic approach to learning in environmental education, the following principals should be taken into account Environmental learning is based on knowledge, which is needed to study and solve environmental problems and to address environmental challenges Environmental learning should develop the skills needed to study and solve environmental problems and to address environmental challenges Environmental learning should include the affective domain, specifically the attitudes, values andcommitments needed to ensure a sustainable society5.3 learnersAgeEnvironmental learning should be age appropriate for it to succeed. Learners in different age groups have different learning abilities and exhibit different characteristics audile LearnersAuditory learners prefer to learn through listening.Typical auditory learning activities in environmental education are listening to verbal presentations on environmental topics and discussions on environmental issuesVisual LearnersVisual learners prefer learning through seeing. The more visual the presentation, the better it is. In a formal learning situation, visual learners need to see the environmental educat ors body language and seventh cranial nerve expressions to fully understand the content of a presentationTactile/ kinesthetic learnersTactile learners prefer learning through touching, moving, and doing. Outdoor learning suits them well, as they prefer a hands-on approach, actively exploring the physical world about them 5.4 inclusive learning in environmental educationInclusive environmental education meansMore students with barriers to learning in regular environments, more of the time, in more meaningful activities Having additional learning options for meeting the manikin of needs of individual learners Mainstreaming learners and offering support, resources and help where needed5.5 The learning environment in environmental educationA learning should be operating(a) and should correspond as closely as possible to the situations in which learning is to applied A learning environment should encourage activity and should engage learners in an interactive and integrated way A le arning environment should be lifelike, or at least relate to reality, to ensure that learners can experience what the learning can be used for. A learning environment should contain models, and coachingshould be provided by an expert teacherQUESTION 6The purpose of this question is to help you master the skill of preparing a lesson for your subject in which you integrate Environmental Education architectural plan a lesson where you allude how an environmental theme can be taught in your subject. The following should receive attention Indicate the environmental topic (e.g. pollution, global warming, acid mine water, desertification, deforestation, overuse of resources such as fishing, etc.) Indicate the lesson aims (identify the relevant environmental skills, knowledge, attitudes, and values to be addressed by the lesson) Indicate the environmental content you will use to present the lessonInclude learning activities for introduction, middle, and decision of lesson Include teacher activities for introduction, middle, and conclusion of lesson Integrate at least two Tbilisi principles in your lesson (how can two Tbilisi principles are used in the school context). Indicate the values you would like learners to accept (e.g. attending for the environment, action on behalf of the environment, etc.) Indicate the environmental concepts you would like learners to understand and indicate how you will go about teaching the concepts (e.g. biodiversity, environment, etc.). Indicate the skills learners should master (e.g. Learners must be able to make compost or start a food garden or recycle paper, etc.). Reflect on how successful you were in integrating Environmental education in your lesson.