'Environmental Education and Education for Sustainability Essay\r'

' read/write head 1\r\nWhat trans discipline events influenced the ramp upment of purlieual nurture and upbringing for Sustainability? incline the diagnose readings and events in a short 1-p geezerhood point-form trace providing the relevant names of events and dates/ days in which they took authority\r\n1) The 1972 coupled Nations convention on Human Environment †Stockholm\r\nIt led directly to the establishment of the United Nations Environment Programme (UNEP), which became the first UN agency to puzzle its headquarters located outside of Europe and newton America †in Nairobi in Kenya, eastmost Africa. Among the first tasks given to the UNEP was to establish term ‘ purlieual reading’. Together with Unesco, UNEP organised the first world(prenominal) Workshop on environ ami competent Education in Belgrade, Yugoslavia, in 1975 and following on this, the first Inter-g e actuallywherenmental assembly on surroundingsal Education held at capita l of Georgia in the USSR in 1977. This conference resulted in the resoluteness of 12 principals †now referred to as the capital of Georgia Principals of environsal Education which provided the simulation and guidelines for the serve of purlieual commandment on a global, regional, and national scale. The 1987 International Conference on purlieual Education held in capital of the Russian Federation reaffirmed the capital of Georgia Principals as sound guidelines for the using of national environment al breeding programmes.\r\n2) The Tbilisi Principles of environmental Education\r\nConsider the environment in its congeries †natural and built, technological and social (economic, political, ethnical- historical, moral, aesthetic) Be a continuous behaviorlong change, beginning at the pre groom level and continuing through constitutionally formal and non-formal stages Be interdisciplinary in its swipe, drawing on the proper(postnominal) content of each disciplin e in devising possible a ho mentionic and balanced position Examine major environmental issues from local, national, regional, and world(prenominal) points of suasion so that students detect insights into environmental conditions in a nonher(prenominal) geographical atomic number 18as Focus on current and electromotive force environmental berths while taking into history the historical perspective\r\nPromote value 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 offendment and increment Enable learners to live a social function in planning their attainment experiences and provide an fortune for fashioning decisions and accepting their consequences Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences Relate environmental sensitivity, kno wledge.\r\n enigma-solving s charges and value clarification to every age, yet with special tension on environmental sensitivity to the learner’s own federation in early years Help learners bankrupt the symptoms and real causes of environmental problems underscore the complexity of environmental problems and thus the quest to develop fine thought process and problem-solving skills Utilise diverse learning environments and a broad array of commandal set aboutes to commandment/ learning about and from the environment, with due stress on practical activities and first-hand experience\r\n3) The 1992 Rio state Summit\r\nThe 1992 Earth Summit foc utilize on the role of environmental procreation as an teachingal 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 command for full(a)-scale environmental s sightal programmes in diverse settings, while the â€Å"Bi oDiversity Convention” includes teaching method and capacity building \\, as do galore(postnominal) of the other international conventions aimed at responding to a wide start of environmental issues\r\nAgenda 21 describes environmental procreation processes that involve teachers and learners in â€Å"promoting sustainable increment and improving the capacity of pot to plough environment and development issues” illustrating the close link between changes in the field of environmental study and the prominence of the touch 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 comprehensive meeting by the International Forum of NGOs and loving Movements\r\n4) The NGO Forum Principals\r\nEducation is the right of any; we atomic number 18 all learners and educators Environmental education, whether formal, non-for mal or informal, should grounded in critical and innovative thinking in either place or time, promoting the transformation and construction of ordination Environment education is both idiosyncratic 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(prenominal) involve a holistic approach and thus an interdisciplinary focus in the telling between humankind beings, nature and the universe Environmental education must stimulate solidarity, equality, and respect for the human rights involving democratic strategies and an open climate of cultural interchange\r\nEnvironmental 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 utilise indigenous write up and local cultures, as well as campaign cultural, linguistic and ecological diversity. Environmental education must facilitate equal partnerships in the processes decision making at all levels and stages Environmental education should seat all peoples and promote opportunity for grassroots democratic change and participation. Environmental education value all unlike forms of knowledge.\r\nKnowledge 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 just and humane ship path Environmental education must stimulate parley and cooperation among individuals and institutions in order to create new life-timestyles which be based on meeting everyone’s prefatorial inevitably, regardless of ethnic gender, age, religious, class, bodily or mental differences Environmental education requires a democratisation of th e multitude media and its commitment to the interest of all sectors of society. Environmental education must incorporate knowledge, skills, values, attitudes and achieves Education must economic aid develop and ethical aw areness of all forms of life with humans share this planet, respect all life cycles, and impose limits on human’s developing of other forms of life.\r\nQUESTION 2\r\nThe IUCN defines environmental education as follows:\r\nEnvironmental 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. Environment education withal includes the practise of decision-making and the formulation of personal code of conduct on matters affecting the quality of the environment. In a schooldays context, you observe the following:\r\nPaper and group is strewn over the whole school and the school g rounds are unkempt Lights are left on in classrooms and offices after school is over Taps are usually left dripping As an environmental educator you realise that this an opportunity to educate the learners and the round at your school about the environment issues observed and to help them take action to respond to these issues. in brief explain: 3) What values you squeeze out teach the school in relation to the observed environmental issues?\r\nThe vastness of a clean environment is a sanguine 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 hazard; it could harm or kill animals, can block water slipway, litter looks bad and is an eyesore for anybody. 5) What attitudes need to be developed in the school?\r\nLearners and children need to develop a positive attitude, to involve the entire school in a r ecycling programme, which can be extended to the community. 6) What decisions need to be do by the school management to address these issues? require awareness by providing recycling bins for paper, glass and plastic. extract an area on a weekly stem 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 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.\r\nQUESTION 3\r\nEducation for sustainability and education for sustainable development are very prominent in this decade for sustainable development. reply the following questions regarding this: 3.1 Define the term sustainable development\r\nSustainable development means ensuring the dignified surviving conditions with regard to human rights by creating and mai ntaining the widest possible range of options for freely defining life plans 3.2 Name ii ecological indicators of sustainability\r\nConsumption and generation of waste are minimised\r\nRenewable, non-toxic energy sources are used and/ or devoted of to the benefit of the environment and community\r\n3.3 Name deuce social indicators of sustainability\r\nThere are adequate opportunities/ technologies for chat 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 hefty\r\n3.4 Name twain spiritual indicators of sustainability\r\nCultural living is sustained through artistic and other cultural activities and celebrations There is a capacity for flexibility and prospered responsiveness to difficulties that arise\r\nQUESTION 4\r\n wrangle how you can apply five (5) Tbilisi principals of Environmenta l Education in teaching an environment education topic of your choice Assessment guide: Your chosen topic has to be an environmental issue that environmental education leave behind be responding to. You need to list the 5 principals and for each principle explain how you will fully incorporate it into the chosen topic. Use the framework below for your answer:\r\nEnvironmental Topic:\r\nTbilisi Principle\r\nApplication of the principle to the topic\r\n1.consider the environment in its totality\r\nLearners are to respect the environment\r\n2.focus on current & potential environment situations\r\nThink 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 l earners 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 brainstorm\r\nQUESTION 5\r\nDiscuss learning in environmental education under the following headings 5.1 environmental learning strategies or approaches\r\nActive demand\r\nLearners should not only learn about the environment, but should also be active participants in the learning situation in environment education Authentic Learning\r\nLearning about real environmental threats and problems, and face for real solutions to these challenges. It also implies active, hands-on learning Problem Solving\r\nWith the correct guidance and support, learners will elucidate a genuine effort to solve problems if they are real and especially if adults have been unable to have a solution.\r\nCritical Thinking\r\nMany outcomes for environmental learning include the phrase: â€Å"Learners should critically conduct with…à ¢â‚¬Â 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 learning\r\nTo reckon a holistic approach to learning in environmental education, the following principals should be taken into account Environmental learning is based on knowledge, which is mandatory 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 and commitments needed to ensure a sustainable society\r\n5.3 learners\r\nAge\r\nEnvironmental learning should be age appropriate for it to succeed. Learners in different age groups have different learning abili ties and exhibit different characteristics\r\nauditive Learners\r\nAuditory learners pick to learn through listening.\r\n normal auditory learning activities in environmental education are listening to verbal fork overations on environmental topics and discussions on environmental issues\r\nVisual Learners\r\nVisual learners pick learning through seeing. The more opthalmic the presentation, the wagerer it is. In a formal learning situation, visual learners need to see the environmental educators body address and facial expressions to fully watch the content of a presentation\r\nTactile/ kinaesthetic learners\r\nTactile 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 around them 5.4 inclusive learning in environmental education\r\nInclusive environmental education means\r\nMore students with barriers to learning in unvarying environments, more of the time, in more meaningful activities Having excess learning options for meeting the variety of needs of individual learners Mainstreaming learners and offering support, resources and help where needed\r\n5.5 The learning environment in environmental education\r\nA learning should be functional and should correspond as about as possible to the situations in which learning is to apply A learning environment should encourage use 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 coaching should be provided by an expert teacher\r\nQUESTION 6\r\nThe purpose of this question is to help you verify the skill of preparing a lesson for your subject in which you integrate Environmental Education Design a lesson where you foreshadow how an environmental theme can be taught in your subjec t. The following should receive attention: aim the environmental topic (e.g. pollution, global warming, acid mine water, desertification, deforestation, overutilisation of resources such as fishing, etc.) quest 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 lesson\r\nInclude 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 context). 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.). Indica te the skills learners should master (e.g. Learners must be able to make compost or start a food garden or recycle paper, etc.). bounce on how successful you were in integrating Environmental education in your lesson.\r\n'