ENVIRONMENTAL EDUCATION What is Environmental Education ? Why Environmental Education is needed ? When Environmental Education originated ? Environmental Education is a conjunction of two terms ‘ENVIRONMENTAL’ & ‘EDUCATION’ But Questions arise Why, When, How and What purpose these two terms have linked together ? Answer to these questions range from feelings and concers of individuals through events of local, international & global significance.

ORIGIN OF ENVIRONMENTAL EDUCATION Term ‘Environmental Education’ was first used in Paris in 1948(Disnger,1983). But Wheeler (1985)suggested that the term first appeared in the book ‘Communitas’ by Paul and percival Goodman in 1947. However , the formal beginning of an overt purposeful discipline of Environmental Education is marked by the organization of International Union for Conservation of Nature and Natural Resources Conference (IUCN ) held in Paris in 1984.

ORIGIN OF ENVIRONMENTAL EDUCATION       1. “….where and when did it all begin? Whilst the words ‘ Environment’ and ‘education’ do not appear to have been used in conjunction with each other until the mid-1960s the evolution of environmental education has incorporated the significant influence of some of the ‘great’ eighteenth and nineteenth century thinkers, writers and educators;notably Goethe, Rousseau, Humboldt, Haeckel, Froebel, Dewey and Montessori. . 2. A Scottish Professor of Botany and an originator of town and country planning – Sir Patrick Geddes (1854-1933). He is regarded by many as being the first to make all important link between the quality of the environment and the quality of education. Geddes pioneered instructional methods which brought learners into direct contact with their environment. In 1892 , he opened an outlook Tower in Edinburgh, which can still be seen today as the original ‘ field’ studies centre. Here, he developed the methods of ‘ Civic’ and Regional Surveying’ with its innovative ideas and field survey methods. c.     3. In 1902, the School Nature Study Union was founded, by the 1940s this area of study had broadened into rural studies.   d.    4.   It was form this rural studies movement that the term ‘environmental studies’ evolved. Indeed the present day National Association for Environmental Education in UK (NAEE as from 1970) developed from a National Rural Environmental Studies Association formed in 1960.

ORIGIN OF ENVIRONMENTAL EDUCATION 5. By the mid-1940s, the term ‘environmental studies’ was well in use, largely consisting of mixture of teaching elements of geography, history and local nature study. The term and practice of ‘field studies’ also increased in popularity around this time.   6. The Council for the Promotion of Field Studies and then the Nature Conservancy in 1949, was also significant for the ongoing development of environmental teaching . 7. The first recorded use of the term’ environmental education’ in Britain may be traced to a conference held in 1965 at Keele University , U.K. Staffordshire, with the purpose of investigating conservation of the countryside and its implications for education. This conference was significant for the UK as it marked the first occasion where educationists and conservationists came together, and led to the establishment of the Council for Environmental Education (CEE), which first met in July 1968.- UNESCO Biosphere conference in Paris

DEVELOPMENT OF ENVIRONMENTAL EDUCATION   1. 1970- IUCN / UNESCO ‘International Working Meeting on Environmental Education in the School Curriculum’ held in 1970 at the Foresta Institute, Carson City, Nevada, USA. ‘Classic’ definition of Environmental Education was formulated and adopted there.    “ Environmental education is the process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the inter-relatedness among man, his culture, and his biophysical surroundings. Environmental Education also entails practice in decision-making and self-formulation of a code of behavior about issues concerning environmental quality”(IUCN, 1970). (Palmer-1998;)         * IUCN continued to promote this definition and its meaning around the world. Including meeting in U.K., India, the Netherlands, Canada, Kenya and Argentina.  

DEVELOPMENT OF ENVIRONMENTAL EDUCATION 2. In 1972 United Nations Conference on the Human Environment was held in Stockholm, Sweden, In this conference it was declared that-         “Education in environmental matters for the younger generation as well as adults.. giving due consideration for the underprivileged is essential” (Palmer, 1985;)         3. In 1975 the United Nations Environmental Programme (UNEP), which together w UNESCO, founded the UNESCO / UNEP International Environmental Education Programme (IEEP). The IEEP was lunched at an International workshop on Environmental Education held in Belgrade by UNESCO / UNEP. IEEP produced the first inter-governmental statement on Environmental Education. It listed the aims, objectives, key concepts and guiding principles of it in a document prepared at the meeting known as “The Belgrade Chapter- A global Frame work for Environmental Education”

DEVELOPMENT OF ENVIRONMENTAL EDUCATION 4. In 1977In October 1977, the UNESO First Inter Governmental Conference on Environmental Education was held in Tbilisi, Georgia, USSR. This was attended by official government delegations of 66 UNESCO member states together with representatives of numerous NGOs. The conference prepared recommendations for the wider application of environmental education if formal and non-formal education. Its Final Report contains a Declaration- largely based on the principles outline at the Belgrade Conference.   5. In 1980 the World Conservation Strategy was lunched by IUCN, UNEP and (then) World Wildlife Fund (WWF). This key document stressed the importance of resource conservation through ‘sustainable development’, and the idea that conservation and development are mutually inter-dependent. The World Conservation Strategy included a chapter on environmental education containing the message—        “ Ultimately, the behavior of entire societies towards the biosphere must be transformed if the achievement of conservation objectives is to be assured … the long term task of environmental education (is) to foster or reinforce attitudes and behavior, compatible with a new ethic. (IUCN, 1980; Palmer-1998)

DEVELOPMENT OF ENVIRONMENTAL EDUCATION 6. In 1987 UNESCO and UNEP jointly organized Educational Congress on Environmental Education and Training , called as ‘Tbilisi Plus Ten’ Conference,       “ In the long run, nothing significant will happen to reduce local and international threats to the environment unless widespread public awareness is aroused concerning the essential links between environmental quality and the continued satisfaction of human needs. Human action depends upon motivation, which depends upon widespread understanding. This is why we feel it is so important that everyone becomes environmentally conscious through proper environmental education” (UNESCO-1987) (Palmer, 1998;)         7.    Year 1987-88 marked the European Year of the Environment within the European Community and in May 1988 a resolution was passed within the European community.   The resolution adopted that- “ Environmental Education should be an integral and essential part of every European citizen’s upbringings “ (Palmer-1998)

DEVELOPMENT OF ENVIRONMENTAL EDUCATION 8. In 1990 National Curriculum Documentation for Environmental Education was published in England.   i) The National Curriculum Subject orders require teaching about environmental matters. The Original subject orders were complemented by the National Curriculum Council’s curriculum guidance on environmental education (NCC, 1990;). ii) It is for schools to decide how to teach environmental matters through the National Curriculum and how far to go beyond statutory obligations. iii) In some National Curriculum subjects, notably geography and science, the programmes of study ensure that environmental matters are taught ……….. Environmental matters may also feature in other National Curriculum Subjects, not because they are required, but because Schools choose to take up opportunities to include an environmental dimension . (SCAA, 1996). 9. Debate arising from our Common Future , report of the WCED (WECED, 1987) let to the second , and very much larger, Conference of the United Nations, two decades after the Stockholm. This was the United Nations Conference of Environment and Development- The Earth Summit – staged in Rio-de-Janeiro, Brazil, 3-14 June 1992. It was attended by some 120 heads of state and government, together with delegates from over 170 countries.

DEVELOPMENT OF ENVIRONMENTAL EDUCATION 10 Another notable step forwarded in UK was published in 1993 of the Toyne Report – “Environmental Responsibility: An Agenda for Further Higher Education” (committee on Environmental Education in Further and Higher Education 1993). The Committee recommended that every further and Higher educational institution should adopt and publicize- i)  a comprehensive environ metal policy statement;   ii) a policy and strategy for the development of environmental education iii) action plans for their implementation.   Environmental education above school level was seriously included on the agenda. Then, in 1996 , the UK government’s strategy for environmental education, training and informal education. The strategy’s objective is--- “ to instill in people of all ages, through formal and informal education, and training the concepts of sustainable development and responsible global citizenship, and to develop, renew and reinforce their capacity to address environment and development issues through their lives, both at home and at work” (DFEE),1996

SHOWING THE SUMMARY OF THE DEVELOPMENT OFENVIRONMENTAL EDUCATION 1948                                IUCN Conference ------ Paris ---- first use of term “Environmental Education. 1949                                Founding of IUCN. 1965                       First use of term “Environmental Education” in U.K. conference held at koole University. 1968                                UNESO Biosphere Conference , Paris. 1970                                Founding CEE (UK) IUCN meeting , Nevada, USA, Definition of Environmental Education . 1972 UN Conference on the Human Environment, Stockholm, Sweden, 1975                                Founding of UNEP and IEEP. UNESCO / UNEP international workshop on environmental Education Belgrade, The Belgrade Chapter. 1977 UNESCO—First inter-Governmental Conference on Environmental Education, Tbilisi Conference, Tbilisi, USSAR.   1979                              National Seminar on Higher Environmental Education, New Delhi ,India.  

SHOWING THE SUMMARY OF THE DEVELOPMENT OFENVIRONMENTAL EDUCATION 1980   * World Conservation Strategy (IUCN, UNEP, WWF) 1987 * UNESCO /UNEP Educational Congress on Environmental Education and Training , Tbilisi Plus Ten Conference, Moscow. * European Year of Environment. * World Commission on Environment and Development- Our Common future – The Brundtland Report.               1988 * European Resolution on Environmental Education. 1990 * Publication of National Curriculum Documentation for Environmental Education in England. 1991 * Publication of Caring for the Earth: A strategy for Sustainable Living (IUCNet. a.l)         1992      * UN Conference on Environment and Development –“ The Earth Summit 'staged in Rio. * The Eighth Asian Symposium on Science Education for changing World , at University of Colombo, Srilanka.              1993          * Global Forum on Environmental Educational Education for Sustainable Development, 1996 * Publication of Governmental Strategy for Environmental Education in England.         2000         ………. ?? On the basis of – Environmental education key events on a development timeline. (Palmer,1998)

SHOWING KEY TRENDS IN ENVIRONMENTAL EDUCATION 1960s (i) NATURE STUDY: Learning about plants and animals, and the physical systems that supports them.   (ii) FIELD WORK: Led by ‘Experts’ with a particular academic focus- biology, geography, etc 1970s (I) OUTDOOR/ ADVENTURE EDUCATION: increasing use of the natural environment for first- hand experiences. (ii) FIELD STUDIES CENTRES: Growth of field and environmental / outdoor education centers -carters for developing awareness through practical activity and investigations. (iii) CONSERVATION EDUCATION: Teaching about conservation issues. (iv) URBAN STUDIES: Study of the built environment, street work

SHOWING KEY TRENDS IN ENVIRONMENTAL EDUCATION 1980s (I) GLOBAL EDUCATION : A wider vision of environmental issues. (ii) DEVELOPMENT EDUCATION: Environmental education has a political dimension. (iii) VALUES EDUCATION : The clarification of values through personal experience. (iv) ACTION RESEARCH : Community problem – solving. Pupil-led problem solving, involving fieldwork   2000s COMMUNITY OF PARTMERS? Pupils, students, teachers, NGOs politicians –working together to identify and resolve socio-ecological problems.

CONCEPT OF ENVIRONMENTAL EDUCATION 1. Plamer and Neal (1992) have described the purpose of Environmental Education in the following way ---  “ A reflection on the conjunction of the two words ‘ENVIRONMENTAL’ and ‘ EDUCATION’ raises the key questions of why, when and for what purpose they have been linked. Presumably answers to these questions range from the feelings and concerns of individuals through to events of international and global significance.” (Palmer and Neal, 1992,).   2. In the Eighth Asian Symposium on Science Education for Changing World held in August 2-6, 1992, at the University of Colombo, D.B. Rao made the following comment that explains the abovementioned link as well as provides a basic concept of environmental education. “ Environmental Education is a process to promote the awareness and understanding of the Environment, its relationship with man and his activities. It is also aimed at developing responsible action necessary for preservation, conservation and improvement of the environment and its components” (Rao 1995).

CONCEPT OF ENVIRONMENTAL EDUCATION 3. The Environmental Education is both a ‘ style’ and ‘subject matter’ of Education. Style of Education means using environment as a teaching learning aid and as an approach to education. Subject matter or content means teaching about the components and constituents of environment. Teaching for environment means controlling the environment, establishing proper ecological equilibrium and proper environment planning (Rao, D.G. 1992;) 4. According to Daniel (1974) ‘Environmental Education in itself involves learning how to read nature exhibits and has to interpret their structures, function and phenomena. The final report of the IUCN- Foresta International working meeting defined it in this way—   “ Environmental Education is the process of recognizing value and clarifying concept in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among man, his culture, and his biological surroundings. Environmental Education also entitles practice in decision making and self –formulating of a code of behavior about issues concerning environmental quality”.

The Environmental Education should - On analysis of all the concepts, recommendations, suggestions made by individual researchers and various agencies, the following characteristics of environmental education may be noticed. The Environmental Education should -           1. consider the environment in its totality – natural and build , technological, and social (economical, political, technological, cultural, historical, moral, authentic); 2. be a continuous, lifelong process, beginning at the pre-school level and continuing through all formal and non-formal stages;     3. be an interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective.     4. examine major environmental issues from the local, national, regional and international points of view so that students receive insight into environmental conditions in other geographical areas;      5. focus on current and potential environmental situations while taking into account the historical perspective;   6. promote the value and necessity of local, national , and international co-operation in the prevention and solution of environmental problems, etc.