1. The IUCN
1.1. .
Involves values clarification: it should involve the exploration of
personal assumptions, values and feelings towards self and
society as well as the relationship of self and society to the
natural world
Problem solving – environmental education involves helping
...
, 1. The IUCN
1.1. .
Involves values clarification: it should involve the exploration of
personal assumptions, values and feelings towards self and
society as well as the relationship of self and society to the
natural world
Problem solving – environmental education involves helping
learners to developing relevant thinking processes for effective
resolution of complex environmental problems
It should employ hands-on experiences and activities:
environmental education requires the utilisation of real life
situations where learning is explored through real life
experiences and activities which foster a deep respect and love
for the natural world
It is environmental issue oriented: it entails the use of local
environmental issues, as well as case studies, role play,
simulation and games which provide opportunities to engage in,
examine and participate in the complexities of decision-making,
development of personal and alternative environmental values
and experiencing of the actual function of natural and human-
made systems
It must be life-long learning – environmental education is not
reactive but continually assesses the present and promotes an
ideology for a desirable and better future
1.2. Tbilisi Principles
Consider the environment in its totality—natural and built, technological
and social, be a continuous lifelong process, beginning at the
preschool level and continuing through all formal and non-formal
stages; be interdisciplinary in its approach, drawing on the specific
content of each discipline in making possible a holistic and balanced
perspective; examine major environmental issues from local, national,
regional, and international points of view so that students receive
insights into environmental conditions in other geographical areas;
focus on current and potential environmental situations while taking
into account the historical perspective;
2. The Anthropocene defines an era win which humankind has become a
geological force, the Age of Humans, with impacts of global proportions. Since
the beginning of the 17th century, humankind has altered the Earth’ systems
at geological scale. The key drivers are human population growth, economic
growth, war, pollution and environmental degradation. The effects of the
Anthropocene include such global environmental crises as biodiversity loss,
introduction and spread of alien invasive species, and species extinction;
environmental degradation, deforestation and desertification; water, air and
land pollution; health hazards; climate change.
1
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