Approaches to Environment Education

3. Environmental Science is interdisciplinary, in that it includes life sciences, natural sciences, and social sciences to study the interactions of living, nonliving and

Environmental Studies is the academic field, which systematically studies human interaction with the environment in which we live in. It is a broad field of study that includes the natural environment, built environment, and the sets of relationships between them. Environmental studies takes into account many different factors that help provide an enjoyable, fruitful way of life, such as national policies, politics, laws, economics, sociology and other social aspects, planning, pollution control, natural resources, and the interactions of human beings and nature.

Interrogator Questions : 1Q: What did Elizabeth anticipate that John delegate was doing ? A: John delegate was undermining elizabeth 2Q:

The eco-schools programme offers environmental education that benefits the pupils by developing the skills in them that will help them live a morally responsible life.

The environment can be described as all those elements, both the living and the non-living that surrounds us. The environment can also refer to the condition within which individuals, animals and plants lives. Mankind has a role to play in the environment, which mainly concerns taking care of the environment as well as improving it. Since, we as human beings are different from animals as we have a gift consciousness, we have an obligation of being improvers of the environment through ensuring that we observe environmental consciousness and that we avoid all those practices that negatively affects the environment and cause ecological crisis and problems. This essay will use the article “Towards a Buddhist Environmental Ethics” by Rita M Gross to help in the answering of the question “What is our appropriate role in relation the environment?” The essay will additionally look into the concept of ‘deep ecology’ by Bill Devall and George Sessions to get a deeper understanding of the ecology and our relationship with it, a concept that will help us to be in a better position to answer our appropriate role concerning the environment.

As a new student coming into this class we might have wondered what interpersonal communication was. However, I believe by now we all have a better understanding of what it means to communicate amongst ourselves. We all, or at least most of us were strangers at the start of class. However, through exercises and discussions we have become open with each other and learned a little along the way. Something as simple as our shared interests such as superhero movies or Star Wars trivia has opened up discussions we might not have had otherwise as a group. Our perceptions of each other have changed since that first awkward day playing a cheesy board game (Alder, Rosenfeld, Proctor II, 2013, p. 106-139). As we practiced our communication skills many of us have developed a stronger self-concept as well as boosted our self-esteems (Alder, Rosenfeld, Proctor II, 2013, p. 66-67). We also used social comparisons in our class intended or not (Alder, Rosenfeld, Proctor II, 2013, p. 69). We compared our backgrounds, both cultural, ethnic, as well as socio economic standing. Some of these comparisons come from what we learned as children to believe, while others are from what we have learned in life. This is what has intrigued me the most in class. The facts that we as a “civilized” world still have not come that far at all. Women are still for the most part second-class citizens, hate is taught to our children, and language still hasn’t evolved to where there are no

Here we see a slight shifting in Steve’s view as he responds to Charlotte’s concern. These preceding exchanges revealed dynamic responsiveness among group members in creating each group’s collective judgment, but they only hint at the complexity of the dialogic process. With each responsive utterance, students synthesized their individual histories, cultural contexts, new information, logic, and others’ utterances to make meaning in this assignment.

This paragraph relates to the social interaction and described in the Chapter 3 about language and Chapter 5 that include group and social structure. We can see the characteristic of social interaction among persons, means response to someone behavior and can reflect the norms an values of the dominant culture and our socialization experiences within that culture (page 106). The social reality reflects a group’s power within a society and they are who define the values in that society. In Manchester we observed a diverse culture that has interaction between them and with people out of their own boundaries. That is why maintain respect to the values and norms of the American culture. In relation to the cultural variation we identify the language

An important point in which David Orr goes into considerable detail about is his six principles to rethink education. First, he ensures that all education is environmental education by every mean. In western education particularly, students are more often taught that they are apart of taught that they are apart from the natural world, or above it if you will. Leesa Fawcett enforces this idea on page 107 by stating:

Our education should be aimed at educating people who love the world they lie in and who are ready to become peacemakers and healers of the world (Orr 55). A sustainable society “consists” of citizens, workers, specialists, technicians, etc, who are ready to work in order to build and support such society. One of the ways to provide such education is to “get outdoor”. The skills and abilities develop in real world and not in artificial situations in class. In this regard, we may refer to the Plato’s “Allegory of the Cave”. One should “touch” the real world problems and get personal experience from it. Shadows in the cave are the retrospectives of the real knowledge. To acquire the knowledge, we should leave the “cave”. We can learn theory separated from practice and this will not have any result. Instead, we should understand that every individual is a part of the natural world, thus, education should be based on ecological literacy as “health of our planet” is one of the most urgent questions of the modern social community.

Our communication process or the way we attribute symbolic meanings to words and gestures, in order to express ourselves is shaped by the society in which we evolve. This shared use of codes within a given group of persons, also leads to a common philosophy of life, ideas or

Environmental issues have been a cause of a lot of debate in the recent past. Governments and nongovernmental organizations have been in constant consultations on how to help protect the environment. Apparently, as a result of man’s many actions, the natural environment is getting torn apart so quickly that the coming generations will not enjoy this kind of environment, unless a

This should be firmly implanted in a child’s mind so that he may constantly be aware that man has a special responsibility to protect Nature. Students should be made aware of their responsibility and duty towards protecting nature and prevent its wanton destruction which unfortunately seems to be order of the day. Some simple practices like encouraging planting of trees periodically in their neighbourhood, watering the plants and nurturing them, digging pits for rain water harvesting should be taught. These and other would foster in a child caring and sharing attitude towards nature and life on earth and a deep appearance of the flora and fauna.

This essay will review two significant environmental experiences I have encountered exploring the influences of these my life and how these have altered my view on what is environmental sustainability. An examination into these two experiences will follow into reviewing my perspectives on environmental sustainability and how these two experiences influenced this. To conclude a discussion on my role as a teacher and how this will impact myself when in the classroom.

This report is designed to investigate the rationale behind teaching Education for Sustainability (EfS) in early childhood education, through investigating the relevant issues and concept of sustainability in relation to the pedagogies and principles of early years education. The initial part of this report will focus on three issues of sustainability, all falling under the greater sustainability concept of waste management. The report will then go on to articulate the role and importance of EfS in early years principles and pedagogies. Finally, some teaching strategies for teaching EfS will be outlined.