This summary will assist students in understanding the key concepts taught in the ENE2601: Environmental Education, as well as provide a further understanding of the topics for the assignments and exams. (To be used in conjunction with the UNISA supplied study guide, text-book and podcasts).
IMPORTANT
- This is a summary of UNISA’s semester 1 &2 ENE2601 syllabus 2018
- READ THROUGH YOUR UNISA STUDY GUIDE FIRST!
- While the UNISA Study Guide and the relevant text book have been used to create
this summary, this summary is a broad outline of the syllabus.
- Get an overview of the module and then study each topic individually
- Use this guide in conjunction with the UNISA study guide – it is not a substitute
- Ensure you understand the content of this module in order to pass.
,Learning Theme 1 – ENVIRONMENTAL ISSUES AND RISKS
1.1 Introduction / why study this module
- Worldwide we are being affected by environmental problems, these include;
Area What is it Threat Challenge
BIODIVERSITY The variety of living and non-living things that make - Loss of habitat Many people believe that every
up our environments – this is steadily being reduced - pollution of soil, water and the species has the right to exist and
in part thanks to humans influence in the atmosphere that our challenge as custodians of
environment. - Industrial agriculture & forestry the planet is to ensure their survival
Forms a gene pool which keeps the ongoing - Alien Species
biodiversity and adaption of species. - Wildlife trade
- Poaching & hunting
- Government policies
WASTE, LITTERING & We live in a “throw-away” society. The disposal of We need to distinguish between three - Landfills – being filled too
RECYCLING solid waste produced by our modern lifestyles. Solid types of waste; quickly
waste – any substance that needs to be disposed of - Biodegradable - Recycling – can reduce waste
- Combustible
- Non-combustible
THE GREENHOUSE The natural warming of the earth’s atmosphere and - Rising global temperature - Pollution to be reduced
EFFECT & GLOBAL the anthropocentric causes of the increase in levels of - Rising sea levels - Limit emissions from factories
WARMING greenhouse gases - Destruction of the rainforests (carbon
storage)
HOLE IN THE OZONE The ozone layer shields earth from the harmful UV - A ‘hole’ has been discovered in the - Eliminate CFC’s from products
LAYER rays of the sun. ozone layer -
FACING NUCLEAR Nuclear/ Atomic winter – a hypothetical climatic - Nuclear war could cause a nuclear/ - Limit production of nuclear
(ATOMIC) WINTER effect of nuclear war atomic winter in which radioactive weapons
particles would affect the globe - Peace
PESTICIDES: KILLING Humans produce an immense variety of toxic - The concentration of toxic substances - Control the use of pesticides as
MOSQUITOS OR chemicals inc. thousands of synthetics. These are may increase all the way up the food per DDT
KILLING PEOPLE dumped into ecosystems with little regards for env. chain. E.g. DDT
consequences. Most disease related deaths in Africa
– Malaria
OVERPOPULATION The growth of the human population and - Environmental impacts & stress from - Better living conditions, higher
overpopulation is a dangerous matter overpopulation could be hazardous incomes, better education are
key factors in decreasing
population growth.
- Biggest challenge – eradicating
poverty
URBANISATION Urbaniation – the mass migration of people from rural - Biggest growth in urbanisation - Urbanisation affects the
areas to the city is accelerating at an alarming pace happens in developing countries provision of services and
planning
DEPLETION OF Many resources are under threat or overexploited - - Sustainable use of resources
NATURAL RESOURCES included with sustainable
conservation methods to be
utilised
HEALTH HAZARDS SA is plagued by many diseases - HIV - Introduce public education
- TB campaigns
- Provision of services
DESERTIFICATION Land degradation in severely dry lands - Soil loss, fertility loss, agriculture loss - Sustainable farming and water
etc. use methods
DEFORESTATION Land degradation of forested areas - Soil loss, fertility loss, agriculture loss - Sustainable farming and water
use methods
POLLUTION The unwelcome concentration of substances that are - Water/ air/ land/ marine pollutions - Previously: dilution is the
beyond the env. capacity to handle solution to pollution
- Source reduction
POVERTY Env. degradation and poverty alleviation have a lot in - The relationship between the rich and - Humanity has a responsibility to
common but are often treated separately poor and the impacts on the humanity and the environment
Issues include: env. economics, politics environment go deep.
123
1.2 The role adults play in addressing environmental issues and risks in the workplace
1.3 Ten ways to save the environment
- According to the WWF, extravagant western lifestyles are using up natural resources at a rate of 150 percent faster
than the earth can restore them
o It is essentially the tropics that are suffering – decrease in biodiversity & resource depletion
- In SA most people strive towards attaining a western lifestyle – perceived to be prosperous & comfortable
o How do our lifestyles affect the earth’s resources and our surrounding environments?
10 ways to save the environment
1. Become a steward
- E.g. only eat fish that the international Marine Stewardship Council has classified sustainable
o Snoek, sardines, kingklip & Calamari can be eaten
o Sole & line fish are becoming extinct due to demand
o Tune & hake fishing methods are a hazard to other animals
- Forest Stewardship Council – endorses sustainable forests
- Cape Nature – introduced stewardship to privately owned land used in support of conservation objectives
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, 2. Buy Green
- Palm oil
o has a hefty environmental tag but is used in numerous products – burning of forests = respiratory
problems in South East Asia
o Roundtable for Sustainable Palm oil – responsible production of palm oil
- Western Cape Wine Makers -Producing env. friendly / green wines – protecting biodiversity
- Energy star – ratings on household appliances indicate energy efficiency – saving money & reducing energy needs
- Animal friendly / companies against animal testing for toiletries
- Fair trade/ Environmentally friendly/ green products – allow you to consume with a clear conscience
3. Eat Simply
- Processed foods require more resources & energy
- Grow your own/ purchase food grown in a close distance to yourself
- Organic & free range products
- Reduce reliance on meat & meat products – more energy & resources to produce 1KG of beef than 1KG of veg
4. Plant a tree
5. Adopt an endangered animal
6. Save energy (transport & Energy efficiency
7. Cut out chemicals
8. Save water
9. Reduce, Reuse, Recycle
10. Make your home eco friendly
Learning Theme 2 – ENVIRONMENT AND ENVIRONMENTAL EDUCATION: UNDERSTANDING THE CONCEPTS
2.1 Introduction (Txt chapter 2.1 - pg. 41-43)
- History of env. education is bound up with social, economic, political and ecological considerations
- Concept has evolved - internationally & in SA – to include interaction with all aspects on the env., global and
local, biophysical & social
o 60 years ago: loose practise of conservation of the natural environment & natural resources
o Now: worldwide socioecological field embracing ecological knowledge and understanding, total-people
environmental relationships, ethics, politics, culture, sociology and public participation in decision
making.
o
Environmental education definitions
IUCN definition Environmental education is the process of recognising values (2) and clarifying concepts in
order to develop skills (3) and attitudes necessary to understand and appreciate the
interrelatedness among people, their culture and their biophysical surroundings (1). Env.
education also entails practice in decision making and self-formulation of a code of
behaviour about issues concerning env. quality
Huckle Shared speculation with learners on forms of technology and social organization
- IUCN’s definition embraced the essential elements of the concept (numbered in the definition)
o We can see the influence of institutions – the rational, linear, developmental view of education
o Understanding that Env. education: “a science-based, multidisciplinary, subject where most, if not all
school subjects could and should be incorporated”
- Huckle’s definition
o Introduces a “socially critical” orientation to the education process
o Encourages learns to probe the social systems associated with env. problems
o Deeper, more critical view of human-environment relationship
2.2 The term “environment”
Hamlyn Encyclopaedia
“Environment” Describes the environment as “the aggregate (i.e. sum total) of surrounding things,
conditions or influences; … the state of being environed”
“to Environ” Verb
As meaning “to form a circle or ring around”
- Many definitions for the concept of the environment – depend on the writer’s perception/ view of the env.
- Hamlyn’s definition speaks of the environment as an all-encompassing concept – but it is let to us to define the
components/ elements that should be included
ENE2601 2
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