Environmental Education and Education for Sustainability Essay

suspense 1What international events influenced the development of environmental grooming and preparation for Sustainability? List the key developments and events in a short 1-p days point-form account providing the relevant names of events and dates/ years in which they took place1) The 1972 United Nations Conference on Human Environment StockholmIt led directly to the establishment of the United Nations Environment Programme (UNEP), which became the source UN agency to shake up its headquarters located outside of Europe and North America in capital of Kenya in Kenya, East Africa. Among the first tasks given to the UNEP was to establish term environmental reading. Together with Unesco, UNEP organised the first International Workshop on environmental Education in Belgrade, Yugoslavia, in 1975 and following on this, the first Inter-governmental Conference on Environmental Education held at Tbilisi in the USSR in 1977. This concourse resulted in the declaration of 12 principa ls now referred to as the Tbilisi Principals of Environmental Education which plyd the framework and guidelines for the action of environmental commandment on a global, regional, and national scale. The 1987 International Conference on Environmental Education held in Moscow reaffirmed the Tbilisi Principals as sound guidelines for the development of national environment al knowledge programmes.2) The Tbilisi Principles of Environmental EducationConsider the environment in its totality natural and built, technological and affectionate (economic, political, cultural-historical, moral, aesthetic) Be a continuous briolong process, beginning at the preschool level and continuing through entirely formal and non-formal stages Be interdisciplinary in its approach, drawing on the specific content of each field of honor in making possible a holistic and balanced perspective Examine major environmental issues from local, national, regional, and international points of view so that s tudents receive insights into environmental conditions in other geographical beas Focus on current and voltage environmental situations while taking into account the historical perspectivePromote order of, and necessity for local, national, and international cooperation in the prevention and solution of environmental problems Explicitly consider environmental aspects in plans for the development and growth En sufficientlearners to have a role in planning their eruditeness experiences and provide an opportunity for making decisions and accepting their consequences Enable learners to have a role in planning their eruditeness experiences and provide an opportunity for making decisions and accepting their consequences Relate environmental sensitivity, knowledge. riddle-solving skills and determine clarification to every age, entirely with special emphasis on environmental sensitivity to the learners own community in early years Help learners discover the symptoms and real cause s of environmental problems Emphasise the complexness of environmental problems and gum olibanum the fate to develop decisive thought and problem-solving skills Utilise diverse learning environments and a broad force of teachingal approaches to teaching/ learning about and from the environment, with due stress on practical activities and first-hand experience3) The 1992 Rio globe SummitThe 1992 basis Summit foc apply on the role of environmental study as an educational response to the environmental crisis. Chapter 36 of order of business 21 (UNCED, 1992), was one of the key documents to emerge from the conference , emphasises the withdraw for wide-scale environmental educational programmes in diverse settings, while the BioDiversity Convention includes education and ability building , as do many of the other international conventions aimed at responding to a wide range of environmental issuesAgenda 21 describes environmental education processes that involve teachers and learners in promoting sustainable development and improving the capacity of lot to address environment and development issues illustrating the close link between changes in the field of environmental education and the prominence of the notion 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 on the whole we are all learners and educators Environmental education, whether formal, non-formal or informal, should grounded in critical and innovative thinking in any place or time, promoting the transformation and construction of society Environment education is cardinal soulfulness and collective. It aims to develop local and global citizenship with respect 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 must involve a holistic approach and thus an interdisciplinary focus in the relation between forgiving beings, genius and the universe Environmental education must stimulate solidarity, equality, and respect for the human rights involving democratic strategies and an open mode of cultural interchangeEnvironmental education should treat critical global issues, their causes and interrelationship in a systematic approach and within their social and historical contexts. Environmental education must recover, recognise, respect, reflect and practice indigenous history and local cultures, as well as promote cultural, linguistic and ecological diversity. Environmental education must facilitate equal partnerships in the processes decision making at all levels and stages Environmental education should empower all peoples and promote opportunity for grassroots democrat ic change and participation. Environmental education values all different forms of knowledge.Knowledge is diverse, cumulative and socially produced and should not be patented or monopolised Environmental education must be designed to enable people to handle conflicts in right and humane ship fashion Environmental education must stimulate dialogue and cooperation among individuals and institutions in order to become new lifestyles which are based on meeting everyones basic needs, regardless of ethnic gender, age, religious, class, tangible 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 sense 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. brain 2The IUCN de fines 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 keep of the relationship between man, his culture and his biophysical environment. Environment education similarly includes the practise of decision-making and the formulation of personal economy of conduct on matters affecting the quality of the environment. In a school context, you observe the following lead and litter is strewn over the whole school and the school grounds are unkempt Lights are leftfield on in classrooms and offices after school is over Taps are usually left fallAs an environmental educator you realise that this an opportunity to educate the learners and the staff at your school about the environment issues observed and to help them take action to respond to these issues. Briefly explain 3) What values you rear end teach the school in relation to the observed envi ronmental issues?The importance of a clean environment is a healthy environment. We ass 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 hazard it could defame or kill animals, can block waterways, litter looks bad 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 made by the school instruction to address these issues? Create awareness by providing recycling bins for paper, glass and plastic. Pick an area on a weekly basis and involve the learners and parents to participate in cleaning up the area. Have awareness meetings with the learners, have charts in the classrooms, go on field trips. 7) What code of cond uct 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 decennium for sustainable development. Answer thefollowing questions regarding this 3.1 Define the term sustainable developmentSustainable development meat 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 two ecological indicators of sustainabilityConsumption 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 two social indicators of sustainabilityThere are adequate opportunities/ technologies for communication within the community and for connecting, as is appropriat e, 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 phantasmal indicators of sustainabilityCultural vitality is sustained through artistic and other cultural activities and celebrations There is a capacity for flexibility and successful responsiveness to difficulties that ariseQUESTION 4Discuss how you can apply fin (5) Tbilisi principals of Environmental Education in teaching an environment education topic of your choice sagaciousness 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 teaching explain how you will fully incorporate it into the chosen topic. Use the framework below for your answerEnvironmental TopicTbilisi PrincipleApplication of the principle to the topic1.consider the environment in its totalityLearners are t o 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 cogitateQUESTION 5Discuss learning in environmental education under the following headings 5.1 environmental learning strategies or approachesActive captureLearners should not only learn about the environment, but should also be active participants in the learning situation in environment education Authentic 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 guidance 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.Critical ThinkingMany outcomes for environmental learning include the phrase Learners should critically engage 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 ensure a holistic approach to learning in environmental education, the following principals should be taken into account Environmental learning is based on knowledge, which is take to study and solve environmental problems and to address environmental challenges Environmental learning should develop the skills n eeded 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 characteristicsauditive LearnersAuditory learners privilege to learn through listening.Typical auditory learning activities in environmental education are listening to verbal proveations on environmental topics and discussions on environmental issuesVisual LearnersVisual learners prefer learning through seeing. The more optic the presentation, the better it is. In a formal learning situation, visual learners need to see the environmental educators body language and facial expressions to fully infer the content of a presentationTactile/ kinaesthetic learnersTactile learners prefe r learning through touching, moving, and doing. Outdoor learning suits them well, as they prefer a hands-on approach, actively exploring the physical world around them 5.4 inclusive learning in environmental educationInclusive environmental education meansMore students with barriers to learning in stiff environments, more of the time, in more meaningful activities Having additional learning options for meeting the variety 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 functional and should correspond as closely as possible to the situations in which learning is to use A learning environment should encourage activity and should engage learners in an interactive and integrated way A learning 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 quash the skill of preparing a lesson for your subject in which you integrate Environmental Education Design a lesson where you evince how an environmental theme can be taught in your subject. The following should receive attention propose 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 conclusion 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 con text). Indicate the values you would like learners to accept (e.g. care 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.). hypothecate on how successful you were in integrating Environmental education in your lesson.