The Objective Of Environmental Education Is?

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The Objective Of Environmental Education Is
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Environmental Education in school Curriculum an overall perspective
G.V.Gopal and V.V. Anand, Regional institute of education, Mysore-6

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  • The National Curriculum framework ( NCF) 2005 and its overall perspective of environmental education a resume – and its treatment in different levels of school textbooks of different states and CBSE boards were analyzed an overall view and strategies of implementation are presented in this paper. NCF envisages a structure that articulates required experiences and address some basic questions like
  • (a) What educational purposes should the schools seek to achieve?
  • (b) What educational experiences in EE can be provided that help to achieve these goals?
  • (c) How these educational experiences can be meaningfully organised to achieve the objectives.
  • (d) How do we ensure that these educational purposes are indeed being accomplished?
  • Status of environmental education in school education
  • The education system in India had incorporated certain aspects of environment in school curricula as early as 1930. The Kothari commission (1964-66) also suggested that basic education had to offer EE and relate it to the life needs and aspirations of the people and the nation.

    At the primary stage, the report recommended that ” the aims of teaching science in the primary schools should be to develop proper understanding of the main facts, concepts, principles and processes in physical and biological environment” Environmental education at primary, secondary, higher secondary levels was treated in a different way.

    Environmental education is an essential part of every pupil’s learning. It helps to encourage awareness of the environment, leading to informed concern for active participation in resolving environmental problems. It was introduced without any delay from class –1 as EVS, as a subject so that right from their childhood, the right attitudes towards environment will be nurtured in the young minds.

    • It is important that we capture this enthusiasm and that no opportunity is lost to develop knowledge, understanding and concern for the environment through school education.
    • The curricular, cross-curricular attempt of environmental education also should be a joy for the learner.
    • In this direction, NCERT has published in collaboration with the Centre for Environmental Education, Ahemadabad a book titled “Joy of learning” with lot of environmental activities, a handbook for teachers.

    Similarly, several workshops were conducted to orient school teachers and educational functionaries of the state boards on various aspects of environmental education. Strategies for successful implementation of EE in schools were discussed in detail in these interactions.

    1. A curricular framework of environmental education:-
    2. • It envisages the place of EE in the school curriculum.
    3. • Place of EE vis-à-vis other subjects of study.
    4. • Mode and strategy of inclusion of chapters at different levels.
    5. • EE in terms of time and allocation of marks.
    6. • Development of syllabi and instructional material for dissemination at different levels of school education.

    In order to supplement the analysis of individual and institutional consultations it was decided to organise two face-to-face National Consultations on Environmental Education in Schools. The First Consultation on the academic aspects of Environmental Education (EE) in schools was organised by NCERT on 13-14 February 2004 in New Delhi,

    1. Seventy participants comprising eminent scientists, environmentalists, officials of central and state govt.
    2. Departments dealing with environment, senior academicians attached to Departments/Centres of environmental studies, environmental science, environmental ecology, botany, regional development, geography, marine biology, etc.

    of different universities, teacher educators, principals of teacher training colleges, prominent Non-Governmental Organisations (NGOs) and NCERT faculty took part in deliberations. The second consultation on the implementation of EE in schools was held on 13th March 2004,

    1. Seventy-two officials comprising Presidents/Chairpersons of Boards/Councils of school education, Directors of State Councils of Educational Research and Training (SCERTs), Directors of Education in the states, eminent scientists, environmentalists and NCERT faculty participated.
    2. The initial draft prepared by NCERT faculty presented in the First Consultation was revised as per the suggestions received.

    This revised version was presented in the Second Consultation and suggestions for further improvement were received. Various issues were deliberated in these Consultations through plenary presentation, open house discussion, interaction in groups and consolidation of recommendations.

    • Aims & Objectives of environmental education:-
    • The objectives of environmental education is to increase public awareness about environmental issues, explore possible solutions, and to lay the foundations for a fully informed and active participation of individual in the protection of environment and the prudent and rational use of natural resources. The resolutions provide the following guiding principles for environmental education:
    • • The environment as a common heritage of mankind.
    • • The common duty of maintaining, protecting & improving the quality of environment, as a contribution to the protection of human health and safeguarding the ecological balance;
    • • The need for a prudent and rational utilisation of resources;
    • • The way in which each individual can, by his own behavior and action, contribute to the protection of environment;
    • • The long-term aims of environmental education are to improve management of environment and provide satisfactory solutions to environmental issues.
    • • Provide opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment.
    • • Encourage pupils to examine and interpret the environment from a variety of perspectives-physical, geographical, biological, sociological, economic, political, technological, historical, esthetic and ethical.
    • • Arouse pupil’s awareness and curiosity about the environment and encourage active participation in resolving environmental problems.
    • • Environmental education is closely linked to the other cross circular themes of other subject areas.
    • For effective transaction of environmental education following objectives related to knowledge, skill, and attitudes are essential:
    • Knowledge :-
    • As a basis for making informed judgments about the environment people should develop knowledge and understanding of
    • • The natural processes which take place in the environment.
    • • The impact of human activities on the environment.
    • • The comparison between different environments both in the past and present.

    • Environmental issues such as: (i) The greenhouse effect. (ii) Acid rain and (iii) Air pollution.

    1. • Local, national and international legislative controls to protect and manage the environment;
    2. • How policies and decisions are made about the environment.
    3. • How human life and livelihood are dependent on the environment.
    4. • The conflicts, which can arise about environmental issues like river water sharing.
    5. • How the environment has been effected owing to past decisions and actions.
    6. • The importance of planning and design and an esthetic consideration.
    7. • The importance of effective action to protect and manage the environment.
    8. Skills:-
    9. Six crosses curricular skills have been identified which are necessary for environmental education.
    10. They are:-
    11. • Communication skills.
    12. • Numerical skills.
    13. • Study skills.
    14. • Problem solving skills.
    15. • Personal skills.
    16. • Social skills & information technology skills.
    17. Attitudes:-
    18. Promoting positive attitudes towards the environment is essential if pupils/students are to value it and understand their role in safeguarding it for the future.
    19. Encouraging the development of attitudes in personal qualities listed below will contribute to the process.
    20. • Appreciations of care and concern for environment.
    21. • Concern for other living things on earth.
    22. • Independent thought on environmental issues.
    23. • Respect for others opinion.
    24. • Respect for rational argument and evidence.
    25. • Tolerance to face others views.
    26. Environmental education can be thought of as comprising three linked components:
    27. • Education about the environments (Knowledge).
    28. • Education for the environment (Values, Attitudes & Positive actions).
    29. • Education through the environment (A Resource).

    Environmental education is a process that aims at the development of environmentally literate citizens who can compete in global economy, who have the skills and knowledge and inclinations to make well informed choices concerning the environment, and who exercise the rights and responsibilities of the members of a community.

    Environmental knowledge contributes to an understanding and appreciation of the society, technology and productivity and conservation of natural and cultural resources of their own environment. Environmental education has an ability to solve the societal needs, the needs of a community problem and their solutions and workforce for tackling cooperative minds.

    We need the school children to share and develop the motivation from school about various environmental issues, which are the challenges of today and prepare them for the future. Environmental education must become a vehicle for engaging young minds in the excitement of first hand observation of the nature and understanding the patterns and processes in the natural and social worlds in order to take care of the habitat and its surroundings which becomes a major part of EE in both primary and upper primary stages of school education.

    • In the secondary and senior secondary stages also some of the major issues such as environmental protection, management and conservation are to be dealt in more detail.
    • Primary stage :- EE is imparted as EVS, which forms a common component of syllabus, prescribed by the States and CBSE.
    • In Karnataka textbooks and workbooks from classes I to IV, environmental studies are in use.

    The textbooks for environmental studies which are prepared by N.C.E.R.T has taken cross curricular approach to teaching environmental concepts through language, mathematics about the environment. In classes I and II there is no separate EVS book. For classes III and IV, EVS textbooks are available.

    • The contents and concepts covered in these books are as follows:
    • • Familiarisation with one’s own body;
    • • Awareness about immediate surroundings;
    • • Need for food, water, air, shelter, clothing and recreation;
    • • Importance of trees and plants;
    • • Familiarisation with local birds, animals and other objects;
    • • Interdependence of living and non-living things;
    • • Importance of cleanliness and sanitation;
    • • Importance of celebration of festivals and national days;
    • • Awareness of sunlight, rain and wind;
    • • Caring for pet animals;
    • • Awareness about air, water, soil and noise pollution;
    • • Need for the protection of environment;
    • • Knowledge about the source of energy;
    • • Importance of the conservation of water resources and forests and
    • • Indigenous and traditional knowledge about the protection of environment.

    The textbooks lay emphasis on raising awareness levels and sensitising children about environmental concerns. Emphasis has also been laid on the need to organise learning in local specific contexts, which will provide more meaningful experiences to children.

    1. Aspects of indigenous knowledge have also been introduced.
    2. There are references and suggestions for conducting activities in and outside the classroom.
    3. The NCERT textbooks for environmental studies generally take a comprehensive view of the natural, physical, social and cultural environment.
    4. It is evident that the textbooks represent relevant ideas commensurate with the age and developmental level of children so as to provide them the necessary understanding about their immediate environment.

    However, there is a scope for inclusion of more activities to enable children to translate awareness into effective behavioral action. Upper Primary stage:- The contents of textbooks present an extension and elaboration of the concepts introduced at the primary stage.

    • The textbooks in Rajasthan and Madhya Pradesh (Classes VI-VIII) and in Karnataka (Classes V-VII) contain environmental concepts by and large in the textbooks of science and social science.
    • The textbooks of Karnataka for class V in the subjects of science, social science and language have environmental ideas infused with these subjects.

    The State of Orissa, deals with the environmental concepts and concerns in its textbooks for science and geography. These are also included in a single textbook of history and civics. The NCERT textbooks of ‘Science’ and ‘Social Science’ have incorporated such concepts in the textbooks,

    1. The major concepts dealt with in these textbooks are:
    2. • Adaptation of living beings in environment;
    3. • Natural resources;
    4. • Water cycle;
    5. • Food chain;
    6. • Importance of plants and trees in keeping the environment clean;
    7. • Classification of plants;
    8. • Role of plants and animals in environmental balance and soil conservation;
    9. • Ecosystems;
    10. • Necessity of clean air for healthy living;
    11. • Animals and their characteristics;
    12. • Effects of environmental pollution and the consequences of air pollution-(i) Greenhouse effect, (ii) Ozone layer depletion and, (iii) increase in carbon dioxide;
    13. • Role of microorganisms in the environment;
    14. • Dependence of the community on the environment;
    15. • Basic knowledge about the Earth and its atmosphere;
    16. • Physical features of the country;
    17. • Population and environment;
    18. • Care and protection of livestock;
    19. • Necessity of wildlife protection;
    20. • Impact of deforestation;
    21. • Impact of industrialisation on environment; and
    22. • Role of civic society in protection of the environment, personal and public property including monuments.

    While most of the areas of EE have generally been covered, there is a need for the inclusion of more individual and group activities and project work in order to promote both the effective and cognitive domains of learning. Co-scholastic activities including organisation of plays, cultural programs, debates, mock parliament, discussions and community activities may help further in achieving the objective.

    Secondary stage : The concepts of EE have been provided in the textbooks of science and social sciences in the states of Rajasthan and Madhya Pradesh. In Orissa, there are textbooks, namely science part-I (physical science), Science part-II (biological sciences) and geography. The environmental concepts both are at concrete and abstract levels.

    The concepts covered are:

    • • Biosphere;
    • • Greenhouse effect;
    • • Ozone layer depletion;
    • • Use of fertilisers and pesticides;
    • • Wildlife protection;
    • • Soil chemistry;
    • • Management of domestic and industrial waste;
    • • Pollution of noise, air, water ad soil and control measures;
    • • Ecosystem;
    • • Management of non-degradable substances;
    • • Edible and ornamental plants;
    • • Sewage disposal and cleaning of rivers;
    • • Nuclear energy;
    • • Radiation hazards;
    • • Gas leak;
    • • Wind power;
    • • Bio-energy; and
    • • Environmental laws and acts.
    • • Environmental concepts also extend to subject areas like languages and social sciences, which reinforce learning and internalization of all such concepts.
    • Higher Secondary stage :-

    Ths is the stage of diversification. Students opt for either the academic stream or the vocational stream. The treatment of concepts becomes deeper and more discipline oriented since the content caters to the demands of the concerned subject, as an independent discipline a comprehensive view about EE is not available in the textbooks.

    1. The coverage of EE concepts in the textbooks of various subjects includes:
    2. • Environment and sustainable development;
    3. • Atmospheric pollution- global warming,
    4. • Greenhouse effect,
    5. • Acid rain,
    6. • Ozone layer depletion;
    7. • Water pollution- international standards of drinking water,
    8. • Importance of dissolved oxygen in water,
    9. • Bio-chemical oxygen demand,
    10. • Chemical oxygen demand,
    11. • Land pollution,
    12. • Pesticides,
    13. • Ecology.
    14. Some of the activities pertaining to EE from Primary, Upper Primary, and Secondary & Higher Secondary classes on a sample basis a few have been give here.
    15. Methods
    16. Upper Primary & Secondary Education concepts & Activities discussed :
    17. ACTIVITY 1: – All Organisms need an Environment to live
    18. Materials : A note book and pencil.
    19. Target Group : Class IV – VI
    20. The Task: Critically observe over a week the various activities of a bird or a domestic animal such as a cow/sheep/goat/buffalo or a pet animal such as a dog/ cat. Specific answers for the following questions must be obtained:
    21. • Where does it live?
    22. • What does it eat?
    23. • What does it drink?
    24. • What does it wear?
    25. • When and how does it sleep?
    26. • Can it live only on natural things?
    27. • Does it use man-made things?
    28. • What are its activities during daytime?
    29. • What are its activities during nights?

    • Does it make any noise? Does it disturb us? The Teacher: The teacher opens a discussion about the observations made by children and summarises that all organisms need a ‘home’ and environment is the home for most of the organisms. We must care not only for the organism but also for the environment because a good environment means a good home for all the orgnisms.

    • ACTIVITY 2: Human beings obtain several materials from the environment.
    • Materials : Notebook, Pencil
    • Target groups : IV to VIII

    The Task: Ask children to make a list of all the people living in their house. Let them also list all the things (at least fifteen) which they use/need daily. Help them to categorise them into naturally available things and man-made things and arrange them in a table as shown below:

    Man made things Naturally occurring things
    Tooth paste Water
    , .

    The Teacher: Analyse the items in the table and emphasise that all the naturally occurring things come from the environment. Unless we care for the environment and use these materials carefully, some materials will get depleted gradually and get exhausted one fine day!

    1. ACTIVITY 3 : Environment consists of both living and non-living things.
    2. Materials : Notebook, pencil
    3. Target Groups : VI to IX

    The Task : Take children to a garden/park or to an open area within the school premises. Divide them into groups of 4-5 children. Critically observe the surrounding environment air, water, and soil. Dig the soil a little and observe the soil below the surface; list as many things.

    Care must be taken to classify only things that are naturally available and not man made. The Teacher: Teacher examines the list and leads the discussion to conclude that environment consists of both living and non-living things. Non-living things should not be construed, as things are not necessary or less important.

    Emphasse that everything in nature has some use or the other.

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    Living things Non-living things
    Bird Water
    , .

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  • ACTIVITY 4: Biodegradable and Non-Biodegradable materials.
  • Materials : Dry leaves, flowers, fruits, a few plastic covers, used refills, buttons, mumty, water.
  • Target Group : VIII to X & XI to XII
  • The task : Dig 2 Shallow pits at a distance of a foot from each other. The pits should be approximately
  • 6″ X 6″ X 6″. Into pit 1, put the dry leaves, flower, and fruits and into pit 2 put the plastic covers and refills. Cover both pits with mud such that the materials are completely buried. Water the pits every day. After 15 days, dig up the pits and carefully observe the materials.

    1. • Have the materials undergone any change?
    2. • What changes do you observe?
    3. • Is there a change in colour?
    4. • Is there a change in shape?
    5. • Are the materials intact?
    6. • Is the plastic torn?
    7. • Has the plastic changed colour?
    8. • Has it crumpled into small bits?
    9. • Does the plastic smell?
    10. • Do the materials in pit 1 smell foul?
    11. • What causes the smell?
    12. • What happens to materials in pit A ultimately?
    13. • What happens to material B ultimately?
    14. Activities related to Primary classes III & IV are given below:

    The Objective Of Environmental Education Is Conclusion Tough there has been a long history of EE component in our school curriculum; it has always been treated as secondary to other scholastic areas like sciences, social-sciences, mathematics, etc. The first aggressive thrust for EE at school level came in NCF 1986 and the document, Plan of Action, 1992.

    Environmental issues, environmental concerns and conservation were identified as core areas in the curriculum. Although, many state boards and CBSE emphasised the need to educate children about our environment, there was very little perceptible change in our approach to EE transaction. NCF-2000 & NCF 2005 has laid enormous emphasis on EE to the extent that it is projected as of grave concern in school curriculum that is as important as other school subjects.

    There has been an eternal debate on the mode of EE treatment in schools. While a few curriculum planners advocate an infusion model others insist on transaction EE as a separate subject in the schools. There are arguments and counter arguments with regard to both schools of thought.

    What is of greater importance is how EE is taught? What are the transactional strategies that have to be followed to make it effective so that it sensitises and motivates desirable action by the students. In this direction, orienting teachers, designing suitable, pragmatic activities that are regional and local specific are the urgent need.

    In this exercise, NCERT has initiated several levels of interaction with various educational functionaries such as administrators, curriculum planners, teacher educators and teachers. A national level core team and regional level teams are conducting orientation programs, preparation of training manuals in EE collaborating with state boards to promote in the respective states.

    • These efforts have to be vastly enhanced in order to bring about a level of awareness and action that will help conserving and improving the quality of our environment.
    • The attainment targets and programs and activities of study for science present opportunities for learning about environment through science, geography, civics, and social environmental aspects can be understood to a great extent.

    For example, energy sources, the process of life and the effect of human activity on the environment. The following attainment targets are particularly relevant in class III to XII science & social science curriculum of NCF-2005.

    • They can be listed as:
    • • Exploration of Science
    • • The variety of life.
    • • Process of life
    • • Human influence on Earth
    • • Types and uses of materials
    • • Explaining how materials behave
    • • Earth & atmosphere
    • • Energy

    • The natural resources & conservation. Education for the EE is concerned with children persecutes like: Children should study aspects of their local environment, which have been affected by human activity. These may include, for example, farming, industry, and sewage disposal, mining or quarrying.

    • Where ever possible this should be by first-hand observation, but secondary school, curriculum has some of the significant activities related to it, where highlighted.
    • The range and origin of any raw materials, waste disposal procedures are some of the practical solutions to keep the environment clean, the theoretical inputs and solutions should have an appreciation so that when they become citizens they can use specific design and technology Collins 1980, required to keep the “Environments” i.e., related to the outside world.

    These are home, school, parks, community places, business places and so on. History as a core curricular theme also can explain about details of contributions to environmental education. History helps pupils to appreciate how the environment has been shaped by human activity as well as natural change.

    1. Chapman, H.D and Pratt.P.F.1961. Methods of analysis of Soils, Plants and Waters, University of California,
    2. J. D Collins 1980, Mathematics and Environmental Education ed. World wild life fund (WWF) for nature.
    3. NCERT 1986, National Policy on Education, Aurobindo Marg, New Delhi,
    4. NCCI 1990. National Curriculum Council, Environmental Education 7 (Seven) Curriculum guidance book 1SBN-18772676251 NCC, Albion, Wharf,25.SK eldergate, yorky012xl.
    5. NCERT 1992, Plan of Action, Aurobindo Marg, and New Delhi,
    6. Ramachandra T.V., Rajasekhar Murthy. C and Ahalya. N 2002. Restoration of Lakes and Wetlands, Allied Publishers (P) limited.
    7. NCERT 2005, National Curriculum Frame work, NCERT edition, Aurobindo Marg, New Delhi,

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    What is the main objective of environmental education?

    DEFINITIONS – The goal of environmental education is to develop a world population that is aware of, and concerned about, the environmental and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively towards solutions of current problems and the prevention of new ones (The Belgrade Charter, UNESCO, 1976).

    1. The world’s first intergovernmental conference on environmental education adopted the Tbilisi Declaration in 1978.
    2. This declaration built on the Belgrade Charter and established three broad goals for environmental education.
    3. These goals provide the foundation for much of what has been done in the field: To foster clear awareness of, and concern about, economic, social, political and ecological interdependence in urban and rural areas; To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; To create new patterns of behavior of individuals, groups and society as a whole towards the environment.

    As the field of environmental education has evolved, these principles have been researched, critiqued, revisited, and expanded. They still stand as a strong foundation for a shared view of the core concepts and skills that environmentally literate citizens need.

    Since 1978, bodies such as the Brundtland Commission (Brundtland, 1987), the United Nations Conference on Environment and Development in Rio (UNCED, 1992), the Thessaloniki Declaration (UNESCO, 1997) and the World Summit on Sustainable Development in Johannesburg (United Nations, 2002) have influenced the work of many educators, highlighting the importance of viewing the environment within the context of human influences.

    This perspective has expanded the emphasis of environmental education, focusing more attention on social equity, economics, culture, and political structure. Environmental education is rooted in the belief that humans can live compatibly with nature and act equitably toward each other.
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    What are the three objective environmental education?

    The Objectives of Environmental Education include promoting environmental awareness, encouraging environmentally responsible behavior, and developing an environmental ethic that promotes an understanding of the ecological interdependence of the social, political, and economic spheres.
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    What are the objectives of the environment?

    Objectives of Environment Protection Environmental protection is the practice of protecting the natural environment by individuals, organizations and governments. Its objectives are to conserve natural resources and the existing natural environment and, where possible, to repair damage and reverse trends.

    Goals : To improve the conservation of biodiversity through educational, scientific management and training programme; To improve the quality of life of the local community through management and conservation of natural resources; To ensure that the natural environment is used wisely and continues to be available for the benefit and enjoyment of future generations; To decrease vulnerability and improve adaptation capacity among poor local communities associated with climate change.

    What are your opinions ? Your browser does not support the audio element. : Objectives of Environment Protection
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    Is not an objective of environmental education?

    Free General Awareness Sectional Test 1 40 Questions 40 Marks 15 Mins Environmental education is a learning process that increases people’s knowledge and awareness about the environment and associated challenges develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action”

    Environmental education is a dynamic process. The priority of such education is to develop a cautious mind of people about their total surroundings. Its main task is to impart proper knowledge and training to solve various problems of our environment systematically

    Key Points Objectives of environment education at the secondary level:

    To emphasize the relevance of EVS to daily life. To know and understand true aspects of the environment in general. To develop a scientific attitude in students. To create an environment conducive to greater reliance on the use of principles and practices of science. To make students assess and conduct research on environmental problems To acquaint the students with various natural phenomena. To develop an outlook that emphasizes the method employed in different disciplines of science.

    Thus, it is concluded that emphasizing the relevance of science to daily life is NOT the objective of environmental education at the secondary level. Last updated on Jan 23, 2023 The Delhi Subordinate Services Selection Board (DSSSB) has released the final result and cut-off marks for the DSSSB PRT,
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    What are the 3 purposes of learning objectives?

    Creating new knowledge (Cognitive) Developing feelings and emotions (Affective) Enhancing physical and manual skills (Psychomotor) Page 2 Learning objectives can also be scaffolded so that they continue to push student learning to new levels in any of these three categories.
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    What are five environmental education objectives?

    The Objectives of Environmental Education include promoting environmental awareness, encouraging environmentally responsible behavior, and developing an environmental ethic that promotes an understanding of the ecological interdependence of the social, political, and economic spheres.
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    What is the concept of environmental education?

    Defining Environmental Education Environmental Education (EE) is a process in which individuals gain awareness of their environment and acquire knowledge, skills, values, experiences, and also the determination, which will enable them to act – individually and collectively – to solve present and future environmental problems.

    1. EE is a complex process, covering not just events, but a strong underlying approach to society building as a whole.
    2. EE provides people with the awareness needed to build partnerships, understand NGO activities, develop participatory approaches to urban planning, and ensure future markets for eco-business.

    Environmental education is a learning process that increases peoples knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

    Environmental education enhances critical thinking, problem-solving, and effective decision-making skills, and teaches individuals to weigh various sides of an environmental issue to make informed and responsible decisions. Environmental education does not advocate a particular viewpoint or course of action.

    The components of environmental education are:

    1. Awareness and sensitivity to the environment and environmental challenges
    2. Knowledge and understanding of the environment and environmental challenges
    3. Attitudes of concern for the environment and motivation to improve or maintain environmental quality
    4. Skills to identify and help resolve environmental challenges
    5. Participation in activities that lead to the resolution of environmental challenges

    Environmental education is aimed at producing a citizenry that is knowledgeable concerning the biophysical environment and its associated problems, aware of how to help solve these problems, and motivated to work toward their solution. Stapp, W.B., et al.

    • 1969). The Concept of Environmental Education.
    • Journal of Environmental Education, 1(1), 30-31.
    • Environmental education, properly understood, should constitute a comprehensive lifelong education, one responsive to changes in a rapidly changing world.
    • It should prepare the individual for life through an understanding of the major problems of the contemporary world, and the provision of skills and attributes needed to play a productive role towards improving life and protecting the environment with due regard given to ethical values.

    UNESCO, 1977

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    What is the principle of environmental education?

    1.4 Guiding Principles of Environmental Education Consider the environment in its totality, natural and built technological and social structures ii. Environmental education to be a continuous life saving process. iii. Environmental education to be interdisciplinary in its approach.
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    What are 5 learning objectives?

    What Is An Effective Learning Objective? – Learning objectives should be student-centered, describing what the students should be able to accomplish as a result of instruction, rather than what the instructor will cover or do in the course. To ensure your learning objectives are student-focused, it’s helpful to precede your objectives with this prompt: “Upon successful completion of this course/module/unit, students will be able to _.” To give students a clear understanding of where they are headed, well-written learning objectives should be Specific, Measurable, Achievable, Result-oriented, and Time-bound (SMART).

    Specific: Good learning objectives break down a broad topic into manageable components, and they are explicit about the desired outcomes related to these components. Measurable: As guidelines for evaluation, learning objectives should help instructors decide how well students achieve the desired learning. Much of what students get out of a class happens on the inside or are unseen– students may adjust their perspectives, change their attitudes, and gain new knowledge. But because instructors have no way of directly observing the internal processes of a student’s’ mind, they must rely on external indicators (what the student says or does) to evaluate that student’s progress. For this reason, an instructor cannot evaluate progress based on what the student “learns,” “understands,” “knows,” or “feels.” Thus learning objectives need to deal with changes that can be observed and measured. Achievable: Given the resources, timeframe, background, and readiness of the students, objectives should be achievable. The cognitive level of the learning objectives should be appropriate to the course level and student level ( e.g.: a freshman level course as compared to a graduate level course). Result-oriented: Objectives should focus on the results, rather than the process or activities that students are going to complete (e.g., writing a paper or taking an exam). A good learning objective will describe the result; the knowledge, skills, or attitudes that students should have acquired within the context of the instructor’s observation. Time-bound: Clearly state the timeline if applicable. This can help you decide how well the learners should perform to be considered competent.

    S pecific – it focuses on the “scientific methods” M easurable – “describe” and “provide examples”are measurable and observable indicators A chievable – this is appropriate for an introductory level course R esult-oriented – it focuses on the result (describe/ provide examples) rather than the process T ime-bound – students know that this is a skill they should master by the end of this unit
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    What does objective mean in education?

    Home Page – Writing Instructional Objectives – STE – CEBS – WKU | Western Kentucky University An instructional objective is a statement that will describe what the learner will be able to do after completing the instruction. (Kibler, Kegla, Barker, Miles, 1974).

    • According to Dick and Carey (1990), a performance objective is a detailed description of what students will be able to do when they complete a unit of instruction.
    • It is also referred to as a behavioral objective or an instructional objective.
    • Robert Mager (1984), in his book Preparing Instructional Objectives, describes an objective as “a collection of words and/or pictures and diagrams intended to let others know what you intend for your students to achieve” (pg.3).

    An objective does not describe what the instructor will be doing, but instead the skills, knowledge, and attitudes that the instructor will be attempting to produce in learners.

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    Instructional objectives are specific, measurable, short-term, observable student behaviors. They indicate the desirable knowledge, skills, or attitudes to be gained. An instructional objective is the focal point of a lesson plan. Objectives are the foundation upon which you can build lessons and assessments and instruction that you can prove meet your overall course or lesson goals. Think of objectives as tools you use to make sure you reach your goals. They are the arrows you shoot towards your target (goal). Begin with an understanding of the particular content to which the objectives will relate. The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on, and so learning can be objectively measured. Different archers have different styles, so do different teachers. Thus, you can shoot your arrows (objectives) many ways. The important thing is that they reach your target (goals) and score that bullseye!

    In summary, goals and objectives guide all teaching, learning and assessment. When writing instructional objectives, focus on the learner, not the teacher! Why?

    The purpose of a behavioral objective is to communicate, Therefore, a well-constructed behavioral objective should leave little room for doubt about what is intended.

    Objectives communicate and guide development of assessment, instructional methods, and content materials. Objectives communicate the focus of learning that enables instructors and students to work toward a common goal.

    The teacher can use objectives to make sure goals are reached. Students will understand expectations. Any skill is learned more effectively if the learner understands the reason for learning and practicing it.

    Objectives communicate the a ssessment and grading. Objectives provide a means of measuring whether the students have succeeded in acquiring skills and knowledge. Objectives communicate and allow students the opportunity for self-evaluation,

    How? Instructional objectives must be written to communicate realistic, measurable, and learner centered outcomes,

    Realistic objectives can be achieved by the learners within your time frame and in your given environment. Measurable objectives enable you to observe and determine how well learners have acquired skills and knowledge. Learner centered objectives state what the learner can do at the end of training. They always start with action verbs. Specify intended results or outcomes, and not the process Teaching and lecturing is part of the process of instruction, but it isn’t the purpose of the instruction. The purpose is to facilitate learning.

    Instructional objectives contain four components: the Audience, the Behavior, the Condition, and the Degree. (Section 4 of this tutorial fully describes these components.) When? Objectives should be developed:

    Before a lesson or course is developed (by designer). Before a lesson or course is taught (by instructor). Objectives should be reviewed with students at the beginning of the course/module/lesson.

    Some of the links on this page may require additional software to view. : Home Page – Writing Instructional Objectives – STE – CEBS – WKU | Western Kentucky University
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    What are the importance of objectives?

    Objectives help define goals, identify conflicting activities, guide elements of the decision-making process, and ensure accountability of personnel within an organization. Without clearly defined goals and supporting objectives, goal displacement often occurs.
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    How many types of objectives are there?

    What are objectives? – Objectives are the specific measurable results of the initiative. Objectives specify how much of what will be accomplished by when, For example, one of several objectives for a community initiative to promote care and caring for older adults might be: “By 2024 ( by when ), to increase by 20% ( how much ) those elders reporting that they are in daily contact with someone who cares about them ( of what ).” There are three basic types of objectives,

    Process objectives, These are the objectives that provide the groundwork or implementation necessary to achieve your other objectives. For example, the group might adopt a comprehensive plan for improving neighborhood housing. In this case, adoption of the plan itself is the objective. Behavioral objectives, These objectives look at changing the behaviors of people (what they are doing and saying) and the products (or results) of their behaviors. For example, a neighborhood improvement group might develop an objective for having an increased amount of home repair taking place (the behavior) and fewer houses with broken or boarded-up windows (the result). Community-level outcome objectives, These are often the product or result of behavior change in many people. They are focused on change at the community level instead of an individual level. For example, the same neighborhood group might have an objective of increasing the percentage of people living in the community with adequate housing as a community-level outcome objective.

    It’s important to understand that these different types of objectives aren’t mutually exclusive. Most groups will develop objectives in all three categories. Objectives should be S.M.A.R.T. + C.:

    Specific, That is, they tell how much (e.g., 10%) of what is to be achieved (e.g., what behavior of whom or what outcome) by when (e.g., by 2025)? Measurable, Information concerning the objective can be collected, detected, or obtained. Achievable, It is feasible to pull them off. Relevant to the mission. Your organization has a clear understanding of how these objectives fit in with the overall vision and mission of the group. Timed, Your organization has developed a timeline (a portion of which is made clear in the objectives) by which they will be achieved. Challenging, They stretch the group to set its aims on significant improvements that are important to members of the community.

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    What are the three 3 major views of environmental philosophy?

    Environmental Philosophy

    • By XU Wanting
    • Tables of contents
    • 1. Introduction
    • 2. History of Environmental Philosophy
    • 3. Core Disputes
    • 4. Anthropocentric Reformism
    • 5. Environmental Ethics
    • 6. Radical Ecology
    • 7. Conclusion
    • 1. Introduction

    Suppose that Walt Disney was going to build a ski resort in a wildness area adjacent to a national park, which could produce revenues of millions of dollars and provide hundreds of jobs. Isit acceptable for the government to approve this project at the risk of harming the natural environment? When scientists do animal tests to research new medicine, is it justifiable for animal protectors to rescue them from laboratories? If humans have to choose between killing animals or burning plants for their own survival, should they choose to destroy plants, as animals are viewed as superior to plants? What is the rationale underlying environmental protection activities, for the well-being of this generation, the sustenance of our descendants, and other reasons? Exploration of answers to thesequestions falls into the sphere of environmental philosophy.

    • Environmental philosophy is the discipline in philosophy that studies the moral relationship between human beings and nature, as well as the value and moral status of the environment and its non-human contents (Brennan andLo, 2010).
    • The history of environmental philosophy is characterized by controversies concerning issues such as global warming, biodiversity, and sustainability.

    These controversial cases stemming from concrete situations for how we relate to the Earth (Klaver, 2007). Environmental ethics focuses on the moral status of and relationship between humans and nature. Ethics is a branch of philosophy, so environmental philosophy is a broader concept that covers environmental ethics.

    Desjardins (2006, p.20) argues that ‘philosophy insists that we do not remain at the level of normative ethics’ and resolving controversies requires us to ‘examine the values in conflict and the competing factors that underlie the value.’ Brennan (1995)contends that in the third decade of environmental ethics, it is necessary to adopt a broader perspective to research it.

    Due to some philosophers adopting ‘environmental ethics’ in their early works, ‘environmental ethics’ will also often appear in this entry. Because environmental philosophy is a big concept, the entry aims to give a basic but inclusive introduction to different influential environmental philosophy theories.

    1. Zimmerman (1998)divides environmental philosophy into three categories: anthropocentric reformism, environmental ethics, and radical ecology.
    2. This entry will introduce environmental philosophy with reference to this structure.
    3. These theories are helpful to improve environmental education as they give different explanations on how human beings should handle their relationship with nature.2.

    History of Environmental Philosophy Environmental philosophy has a long history in western culture. It can be traced back to the teachings of Saint Francis of Assisi, to literature works of romanticism poets and transcendentalists, such as Wordsworth and Thoreau, and to conservation movements led by Theodore Roosevelt and Gifford Pinchot (Gallagher, 1997).

    Although many factors contribute to the emergence of environmental philosophy, the 1960s is the critical period for the field to develop as it saw ‘the rapid growth of information concerning a diverse array of environmental ethics, including overpopulation and its relation to poverty and famine, the depletion of non-renewable resources, and the harmful effects to human and non-human by chemical pollutants’ (De Laplante, 2006, p.52).

    Other events such as the Great Smog of 1952 in London and the Japan minamata disease in 1956 also evoked public environmental-protection consciousness. All these environmental problems prompted human beings to reflect on the relationship between human beings and nature.

    In the 1960s, groundbreaking academic works were published, influential environmental movements were organized, and some policy reforms started taking place. Rachel Carson’s best-selling book Silent Spring was published in 1962, and Lynn White’s article The Historical Root of Our Ecological Crisis was published in 1967.

    Numerous NGOs, like Sierra Club, which sued Disney for intending to build an entertainment resort in wilderness, were established and supported by citizens. Governments were forced to develop legislation to respond to environmental issues, such as, for example, the UK passing Clean Air Act in 1956 as a reaction to the Great Smog (Gallagher, 1997).3.

    Core Disputes De Laplante (2006) summarizes two major sets of questions that divide the academic community on the subject of environmental philosophy: (1) Do human beings have moral obligations to protect or preserve the natural environment? If so, what are they, and to whom, or what, are they owned? How are such obligations justified? (2) What are the root causes of contemporary attitudes and practices with respect to the natural environment, and how can we change them? (p.48) Answers to the first set of questions effectively define the field of ‘environmental ethics.’ It is within the context of these questions that students are introduced to the important distinction between anthropocentric and non-anthropocentric approaches to ground the moral obligations towards the environment.

    Answers to the second set of questions effectively define the field known as ‘radical ecology’ introduced in Section 6. At the heart of the first set of questions lies the debate about whether nature has ‘instrumental value’ or ‘intrinsic value.’ ‘Instrumental value’ means that the existence of the environment is only for human beings’ interests.

    • On the contrary, ‘intrinsic value’ refers to how the environment ought to be regarded as worthy of respect rather than merely useful.
    • Those who support the intrinsic-value argument hold that humans do not have the right to define the value inherently existing in natural objects.
    • The environment has value beyond satisfying human aims (Palmer, McShane, and Sandler, 2014).

    This debate is important, because things of intrinsic value deserve moral concern. For instance, although people in persistent vegetative states cannot speak or move, as long as we recognize they have intrinsic value, they still should be treated with moral concern.

    The intrinsic value associated with life forms the foundation of an environmental ethic, enabling us to recognize nature’s moral importance’ (Agar, 2001, p.2). Whether the environment has intrinsic value or not determinesthe way human beings act.4. Anthropocentric Reformism Anthropocentrism believes that humans are the most significant entity in the Universe.Thus, nature only has instrumental value to us, and all natural resources should be managed to benefit humans even if this aim may be achieved at the expense of the interests of other species (Mazzotta andKline, 1995).

    The philosophic root of anthropocentrism can be traced back to ancient Greek philosophy. Aristotle distinguishes three fundamental activities of life based on three standards: nutrition, sensation, and thinking. Aristotle agrees that plants have souls but holds that they do not have sensations and desires (as cited in Sorabji, 1974).

    • Aristotle is criticized by some for his human-centered perspective.
    • Peter Singer points out that Aristotle regards nature as a hierarchy in which those with less reasoning ability only exist for the sake of those with more reasoning (Ducharme, 2014).
    • The Renaissance inthe 14th-16thcenturies also celebrated the value of human beings and pushed human-centered notion to another level.

    Kant (2011), for example, maintained that only rational beings alone have moral worth. As early anthropocentrism faced challenges arising from environmental crisis, modern anthropocentrists reformed their theories. American environmental philosophers Borton and botanist Murdy are two representatives of modern anthropocentrism.

    Norton categorizes anthropocentrism into strong anthropocentrism and weak anthropocentrism, based on ‘felt preference’ and ‘considered preference.’ ‘Felt preference’ refers to need-oriented or desire-oriented choices made by human without any consideration of possible consequences, while ‘considered preference’ is made through rational thinking.

    Norton supports weak anthropocentrism and holds that once this value is adopted, any nature-destructive behavior will be considered immoral. Murdy builds his arguments from the perspective of biological evolution. Referring to Darwinism, he maintains that anthropocentrism is justifiable because human beings have a special place in nature (Wang, 2014).5.

    Environmental Ethics Environmental Ethics is ultimately about extending moral consideration. When certain objects have intrinsic value, they should be treated with respect for their own sake and their rights should not be overridden without reason. Animal rights advocates strive to extend moral status to animals, bio-centrists to some or the whole biological system, and eco-centrists to the whole ecosystem.

    Peter Singer and Tom Reganare two representatives of animal right advocates. Singer’s work, Animal Liberation, has great influence on leaders of modern animal liberation movements. Singer follows utilitarianism from Bentham to analyze this issue. According to utilitarianism, human should maximize happiness and minimize pain.

    He argues that animals’ ability to suffer is one of the reasons why we should care about them. Singer does not seek granting equal human rights to animals, but he holds that they deserve equal moral consideration (Singer, 2002). Tom Regan criticizes utilitarianism, because maximum happiness may only benefit someone at the expense of pain of others.

    Everyone is the experiencing subject of life and thus has intrinsic value (Regan, 1987). Biocentrism is founded on Darwin’s theories, and ecocentrism originates from Aldo Leopold’s land ethics (Mazzotta and Kline, 1995). Biocentrism presumes that we should include all individual living entities in our moral considerations.

    1. Biocentrists hold that all living things have an instinct to survive and keep wholeness of life (Sarkar, 2012).
    2. Taylor, a representative scholar of biocentrism, insists on ‘life-principle.’ All living objects have the desire to survive, so those with life deserves moral concern.
    3. Taylor (1981) holds that humans do not have responsibilities towards rivers as those we have toward fish and plants.

    Eco-centrism goes further to defend the interests of non-biological objects such as rocks, mountains and rivers in the sphere (Sarkar, 2012). Eco-centrists emphasize the interconnection among different natural elements. They maintain that the value of different eco-elements is granted by nature, not humans.

    A major representative of eco-centrism is Aldo Leopold. In his book ASand CountyAlmanac, Leopold (2001) holds that land is not the property of human. Rather, it is a community including soils, waters, plants, and animals. Another influential philosopher is Holmes Rolston (1988) who develops Land Ethics into a system.

    He believes all animate lives interact, so any species that exists in the evolving history is an important part of a generic lineage.6. Radical Ecology Zimmerman’s third category includes deep ecology, social ecology, and ecofeminism. These theories are “radical” because they maintain they have found the origin of environmental problems, and they try to promote social changes and paradigm shifts accordingly(Mazzotta andKline, 1995).

    In 1972, Naess coined the terms ‘deep ecology’ and ‘shallow ecology’ to juxtapose what he regarded as two opposing approaches for problematizing and responding to the ecological crisis. The objective of the shallow ecology movement is only to fight against pollution and resource depletion. But deep ecology supports biospherical egalitarianism and defends local autonomy and decentralization (Naess, 1973).

    Deep ecology seeks to recognise the underlying and co-evolving causes of ecocultural unsustainability, while shallow ecology demand more modest reforms. Shallow education treats the symptoms of ecocultural unsustainability, but leaves the underlying causal structure unchanged (Glasser, 2011).

    Naess’s work characterizes deep ecology as an international, grassroots social and political movement. He believes that human should go beyond their ‘ego’ and ‘self’ in society to form an ‘ecological self.’ The ultimate aim of environmental protection is for humans’ self-actualization. Social ecologists explore hierarchy and domination in culture, and ecofeminists criticize the patriarchy in these hierarchies (Kheel, 1991).Spretnak (1990) maintains that culture is both the problem and the solution, both the curse and the hope.

    Bookchin (2007), the founder of social ecology, holds that ecological problems stem from social problems. The fundamental reason is the anti-ecological tendency in social economy, politics and culture. Tackling all these problems must depend on social movements.

    The capitalist system is immoral for it develops at all costs. Warren (1990), an influential ecofeminist, points out that there are historical, symbolic and theoretical connections between the domination of women and the domination of nature. Women and nature give birth to and take care of lives, but both of them suffer from oppression.

    Ecofeminists believe there is a conceptual framework behind that. Ecofeminism holds that the dynamics behind the dominance of male over female are the key to comprehending every expression of patriarchal culture with its hierarchical, militaristic, mechanistic, and industrialist forms.

    1. A feminist ethics must be anti-sexist, anti-racist, anti-classist, anti-naturist and opposed to any “ism” which presupposes or advances a logic of domination’ (p.139).
    2. They advocate that women should play an important role in environmental movements because in this way they are fighting against the very root leading to oppression of nature and women.7.
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    Conclusion In summary, environmental philosophy, which is a broad concept that covers ‘environmental ethics’, studies the moral status of and the relationship among humans, nature and the environment. Environmental philosophy stepped into the spotlight in 1960s as many natural crises prompted people to reflect on it at that time.

    1. According to the subjects that deserve moral concern and the reasons why people should care about these subjects, Zimmerman (1998) categories related theories into three kinds: anthropocentric reformism, environmental ethics, and radical ecology.
    2. Anthropocentric reformism ultimately believes that the benefit of human beings is the only criterion for taking action.

    Environmental ethics extends moral concern to animals, organismor even the whole ecological system.Radicalecologyholds that only by eradicating oppression rooted in the culture can we achieve bio-spherical egalitarianism. These theories are the bases for different attitudestowards nature.

    For better addressing the environmental issue, it is important to understand rationales behind people’s behaviors.8. References Agar, N. (2001). Life’s Intrinsic Value: Science, Ethics, and Nature, New York: Columbia University Press. Bookchin, M. (2007). Social Ecology and Communalism, Edinburgh: AK Press.

    Brennan, A. (ed.). (1995). The Ethics of theEnvironment,Hants: Dartmouth. Brennan, A., & Lo, Y. (2010). Understanding Environmental Philosophy, Durham: Acumen. De Laplante, K. (2006). Can You Teach Environmental Philosophy Without Being an Environmentalist. InPalmer, C.

    (Ed.), Teaching Environmental Ethics (pp.48-62). Boston: Brill. DesJardins, J. (2006). Environmental Ethics: An Introduction to Environmental Philosophy (4th ed.). Belmont, CL.: Thomson/Wadsworth. Ducharme, A. (2014). Aristotle and the Dominion of Nature. Environmental Ethics, 36 (2), 203-214. Gallagher, C.L.

    (1997). The Movement to Create an Environmental Bill of Rights: From Earth Day, 1970 to the Present. Fordham Environmental Law Journal, 9 (1), 107-154. Glasser, H. (2011). Naess’s Deep Ecology: Implications for the Human Prospect and Challenges for the Future.

    1. Inquiry, 54 (1), 52-77 Kant, I. (2011).
    2. Rational Beings Alone Have Moral Worth.
    3. Food Ethics, 10-12. Kheel, M.
    4. 1991).Ecofeminism and Deep Ecology: Reflections on Identity and Difference.
    5. Trumpeter, 8 (2).
    6. Laver, I.J. (2007).
    7. The Future of Environmental Philosophy.
    8. Ethics & the Environment, 12 (2), 128-130.

    Leopold, A. (2001). A Sand County Almanac: With Essays on Conservation, New York (NY): Oxford University Press. Mazzotta, M., & Kline, J. (1995).Environmental Philosophy and the Concept of Nonuse Value. Land Economics, 71 (2), 244-249. Naess, A. (1973). The Shallow and the Deep, Long-range Ecology Movement.

    A Summary, Inquiry, 16, pp.95–100. Palmer, C. (2006). Teaching Environmental Ethics, Boston: Brill. Palmer, C., McShane, K., and Sandler, R. (2014). Environmental Ethics. Annual Review of Environment and Resources, 39, 419-442. Regan, T. (1987). The Case for Animal Rights. Advances in Animal Welfare Science 1986/87,179-189.

    Rolston, H. (1988). Environmental Ethics: Duties to and Values in the Natural World (Ethics and action), Philadelphia: Temple University Press. Sarkar, S. (2012). Environmental Philosophy: From Theory to Practice, John Wiley & Sons. Singer, P. (2002). Animal Liberation (1st Ecco pbk.

    ed.). New York (NY): Ecco. Sorabji, R. (1974). Body and Soul in Aristotle. Philosophy, 49 (187), 63-89. Spretnak, C. (1990). Ecofeminism: Our Roots and Flowering. Reweaving the World: The Emergence of Ecofeminism, 3-14. Taylor, P.W. (1981). The Ethics of Respect for Nature. Environmental Ethics, 3 (3), 197-218.

    Wang Z. (2014). Environmental Philosophy – Environmental Ethics Interdisciplinary research (2nd ed.). (In Chinese). Shanghai: Shanghai Educational Press. Warren, K. (1990). The power and the Promise of Ecological Feminism. Environmental Ethics, 12 (2), 125. Zimmerman, M., & Callicott, J.

    1. About the Author
    2. XU Wanting
    3. MEd, The University of Hong Kong
    4. Email: [email protected]

    : Environmental Philosophy
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    What are the 3 environmental viewpoints?

    5 Environmental Perspectives: How Man Treats the Environment Man’s treatment of the environment defines its integrity. Find out how perception can enhance, destroy or sustain use of the environment to meet human needs. The way man treats the environment depends on how he perceives it.

    What does this statement mean in the context of environmental management? To explain how this works, the following diagram (Figure 1) showing the evolution of environmental perspectives is presented. It summarizes the five evolutionary paradigms of human-environment interactions, At the bottom of the diagram lies two opposing ideologies on how man should treat the environment.

    These are frontier economics and deep ecology thinking. Frontier economics thinking is an environmental perspective that prevailed in industrial economies of developed countries until the rise of environmentalism around the 1960s. This environmental perspective is founded on the belief that nature is an infinite supply of physical resources including raw materials, energy, water, soil, and air.

    These resources are present mainly for human benefit. Nature is treated as an infinite sink (!) of resource consumption by-products in the form of pollution and ecological degradation. Adherents of this environmental perspective do not recognize a biophysical “environment” to be managed because it is considered irrelevant to the economy.

    Deep ecology thinking, on the other hand, promotes symbiosis or mutually beneficial relationship between nature and man. Nature, in this instance, is given more emphasis in this environmental perspective. Deep ecologists expect the world to return to pre-industrial, rural lifestyles and simple standards of living to meet human physical needs.

    This environmental perspective recognizes that the earth’s “supplies” is limited, so it must be protected at all costs. Return to traditional ways that advocate preservation of nature is given prime importance, In the hope of integrating human needs or harmonizing these needs with the environment which serves as resource supplier, three other dominant paradigms arose through the years.

    These are environmental protection, resource management, and eco-development, The environmental protection perspective came into focus with Rachel Carson’s (1962) Silent Spring book that revolutionized the environmental movement. The book was instrumental in the creation of the now well-known US Environmental Protection Agency (EPA).

    Rachel Louise Carson was an American marine biologist and conservationist whose book Silent Spring and other writings are credited with advancing the global environmental movement, Her work along with other scientists linked synthetic pesticides like dichlorodiphenyltrichloroethane (DDT) with near extinction of bird species.

    Shell thinning of bird eggs due to DDT caused death of birds through bioaccumulation ; thus, silent spring ensued as there are no birds to sing their melodious songs. To address problems of environmental pollution, the environment must be protected. The perspective focuses on repairing and setting limits to harmful economic activities and uses the “end of pipe” or “business-as-usual”, plus a treatment plant” approach.

    The resource management environmental perspective appears to be the ideal approach to environmental management nowadays. It promotes wise use of resources through regulation of human behavior and activities. Natural resources, both tangible and intangible, are used in an organized and efficient manner.

    Resources referred to here include land, water, labor, capital, organization, skills, as well as people’s belief systems. It is believed that traditional ways are compatible uses of the environment because these practices have evolved through time and are desirable for continued survival.

    • Greater emphasis is given on long-term sustainability of resource use and development activity.
    • This environmental perspective encourages energy efficiency, resource conservation, pollution prevention, ecological restoration, ecosystem and social health monitoring, and “polluter pays” principle.
    • The economy is embedded within the ecosystem.

    Lastly, the eco-development environmental perspective champions restructuring of the relationship between society and nature into a “positive sum game” through sophisticated symbiosis. Economic restructuring incorporates ecological principles. It integrates all the concerns of other perspectives.

    1. Man and nature should co-evolve.
    2. It advocates “green development “where land use planning includes consideration of community-wide or regional environmental implications of development, as well as site-specific concerns.
    3. References : Colby, Michael E.1989.
    4. The evolution of paradigms of environmental management in development.

    Strategic Planning Division, Strategic Planning and Review Department, The World Bank.34 pp. Foundation for Deep Ecology, Lear, Linda (1997). Rachel Carson: Witness for Nature. New York: Henry Holt. ISBN 0-8050-3428-5. © 2013 January 3 P.A. Regoniel
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    What are the three 3 objectives developed in the teaching/learning process?

    Developing and delivering lessons by teachers are integral in the teaching process. It is hence important for teachers to ensure that the three (3) domains of learning which include cognitive (thinking), affective (emotions or feeling) and Psychomotor (Physical or kinesthetic) to be achieved.

    1. It is imperative to understand that there are different categories of learners.
    2. Who have varying needs and as such different methods must be adopted in the planning and delivery of lessons to ensure that such needs are addressed.
    3. The world of education has gradually adopted the strategy of ‘ Every child matters ‘ structure.

    That requires that all learners with different needs are counted. This article aims to evaluate the three domains of learning (cognitive, affective and psychomotor) and their benefits to addressing the different learning styles of students. DOMAINS OF LEARNING Initially developed between 1956 and 1972, the domains of learning have received considerable contributions from researchers and experts in the field of education.

    • Studies by Benjamin Bloom (on cognitive domain), David Krathwohl (affective domain) and Anita Harrow (Psychomotor domain) have been encompassed into the three domains of learning (Sousa, 2016).
    • A holistic lesson developed by a teacher requires the inclusion of all the three domains in constructing learning tasks for students.

    The diversity in such learning tasks help creates a comparatively well – rounded learning experience that meets a number of learning styles and learning modalities. An increased level of diversity in the delivery of lessons help engage students. As well as create more neural networks and pathways that helps with recollection of information and events.

    Learning helps develop an individual’s attitude as well as encourage the acquisition of new skills. The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual. The cognitive domain encompasses of six categories which include knowledge; comprehension; application; analysis; synthesis; and evaluation.

    Knowledge includes the ability of the learner to recall data or information. This is followed with comprehension. Which assesses the ability of the learner to understand the meaning of what is known. This is the case where a student is able to explain an existing theory in his or her own words (Anderson et al, 2011).

    1. This is followed by application which shows the ability of the student to use abstract knowledge in a new situation.
    2. A typical case is when an Economics student is able to apply.
    3. The theory of demand and supply to the changing market trend of clothing during a particular season.
    4. The analysis category aims to differentiate facts and opinions.

    The synthesis category shows the ability to integrate different elements or concepts in order to form a sound pattern or structure to help establish a new meaning. The category of evaluation shows the ability to come up with judgments about the importance of concepts.

    • A typical scenario is when a manager is able to identify and implement the most cost effective methods of production in the bid to increase profits whilst sustaining a high level of competitive advantage.
    • The affective domain includes the feelings, emotions and attitudes of the individual.
    • The categories of affective domain include receiving phenomena; responding to phenomena; valuing; organization; and characterization (Anderson et al, 2011).

    The sub domain of receiving phenomena creates the awareness of feelings and emotions. As well as the ability to utilize selected attention. This can include listening attentively to lessons in class. The next sub domain of responding to phenomena involves active participation of the learner in class or during group discussion (Cannon and Feinstein, 2005).

    Valuing involves the ability to see the worth of something and express it. This includes the ability of a learner to share their views and ideas about various issues raised in class. The ability of the student to prioritize a value over another and create a unique value system is known as organization.

    This can be assessed with the need to value one’s academic work as against their social relationships. The sub domain of characterization explains the ability to internalize values and let them control the behavior of the individual. In view of this, a student considers the academic work highly important as it plays an important role in deciding the career path chosen rather than what may be available.

    The psychomotor domain includes utilizing motor skills and the ability to coordinate them. The sub domains of psychomotor include perception; set; guided response; mechanism; complex overt response; adaptation; and origination. Perception involves the ability to apply sensory information to motor activity.

    For instance, a student practices a series of exercises in a text book with the aim of scoring higher marks during exams. Set, as a sub domain, involves the readiness to act upon a series of challenges to overcome them. In relation to guided responses, it includes the ability to imitate a displayed behavior or utilize a trial and error method to resolve a situation (Sousa, 2016).

    The sub domain of mechanism includes the ability to convert learned responses into habitual actions with proficiency and confidence. Students are able to solve exams questions after they have confidently been able to answer some past questions. Complex Overt responses explain the ability to skillfully perform complex patterns of actions.

    A typical instance has to do with the ability of a student to have an increased typing speed when using a computer. Adaptability is an integral part of the domain which exhibits the ability to modify learned skills to meet special events. An instance is when a student who has learnt various underlying theories is able to invent or make a working model using everyday materials.

    Origination also involves creating new movement patterns for a specific situation (Sincero, 2011). CONCLUSION Learning is an integral part of every individual’s life. It is very key to growth and development and hence requires the need for both students and teachers to be committed to the process. It is further necessary to ensure that the delivery of learning combines generally different facets which have been identified to be the domains of learning.

    With the continually increasing need to ensure that students are taught with varying strategies and techniques. It is important for teachers to adopt a teaching strategy. That combines various domains of learning to enable teaching and learning to be considered as effective.

    1. At London School of Management of Education (LSME) we are proud to inform our cherished students and stakeholders.
    2. That we actively ensure that all our facilitators apply the best and suitable delivery techniques.
    3. That would impact positively on the Cognitive, Affective and Psychomotor Domains of the students.

    All our lecturers are well trained and experienced in pedagogy. They excel based on the feedback from the results churned by our students in all external exams and standardization. All our graduated students are in gainful employment in the UK, USA, Canada, UAE, India, Pakistan, Saudi Arabia, Qatar, Bahrain, Germany, Spain and most countries in the EU.

    We are proud of our enviable record in delivering the best training to our students, our partners! The learning process must go beyond reading and memorizing facts and information to the ability to critically evaluate the information, explain to others as well as design things out for everyday use and that is what we do best at LSME,

    REFERENCES

    Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Pearson, Allyn & BaconCannon, H.M. and Feinstein, A. H (2005). Bloom Beyond Bloom: Using the Revised Taxonomy to Develop Experiential Learning Strategies, Developments in Business Simulation and Experiential Learning, Vol.32, 2005Sincero, S. M (April 18, 2011). Domains of Learning. Accessed from https://explorable.com/domains-of-learning Date accessed 8th October 2018.Sousa, D. A (2016). How the Brain Works. Crowin Press.2016.

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