By Gerhard Schaefer (auth.), Trilochan S. Bakshi, Zev Naveh (eds.)
The environmental circulation of the Sixties made educationists in a few elements of the realm conscious of the importance and value of ecology in curricula in any respect degrees of schooling, from kindergarten to post-secondary. loads of growth used to be made within the early Seventies in incorporating environmental expertise courses into educa tional platforms pass that what used to be thought of a fad used to be steadily changing into part of formal schooling in a few associations, specifically in Canada and the U.S.A. It was once as a result applicable that a world clinical physique dedicate your time to the problem of ecology in schooling. Early in 1976, I prompt to the overseas organization for Ecology (Inteco1) symposium on Environmental schooling be incorporated within the application of the second one foreign Congress of Ecology scheduled to be held in Jerusalem in September 1978. within the first draft software of the Congress, the subject used to be integrated as a poster consultation. I thought of this insufficient and appealed to the Congress steerage Committee to concentration higher awareness on environ psychological schooling. the 1st draft software contained words like "utilization of resources", "conservation problems", "environmental moni toring", and "irreversible changes". those words roughly assumed that folks typically understood ecological rules. Literature on environmental schooling turns out to signify broad hole separated many of the specialist ecologists from a wide element of mankind basically simply because we the ecologists have paid scant cognizance to the ecological schooling of world's citizens.
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Extra info for Environmental Education: Principles, Methods, and Applications
ENVIRONMENTAL EDUCATION IN SCOTLAND 53 With developments in theoretical ecology, and the increase in urban and human ecology, the importance of ecological understanding should become clearer, for example in relation to the assessment data, the assembly and application of systems, the prediction and evaluation of change and the adaptation of behaviour to changing needs, already indicated. Ecological criteria for the estimation of quality, as discussed, for example, by Odum (1971) and Jacobs (1975) suggest promising material: there is already evidence that where the benefits of diversity are recognized, for example, a more positive approach to the teaching of groups of mixed racial origin much improves group attitudes.
Our educational objectives are not therefore only the skills involved in identifying, organizing and making use of knowledge relevant to the better planning of our environment; we are concerned with the nurture of attitudes and motivation in favour of a life system better adjusted to the conditions under which it has to function, and a will to commit wealth and technology to objectives from which we ourselves may not appear to be direct beneficiaries. The key objective in environmental education may thus be the development of an attitude of caring - for other people, for the whole environment, perhaps most of all for the future.
In Proceedings of the Eighth Scientific Conference of the Israel Ecological Society. Tel Aviv, Israel. 30 MIRIAM BEN-PERETZ Lieberman, A. 1975. Public environmental quality education. Report of the International Conference of Environmental Education. Jerusalem, Israel. In Marlett, R. 1975. Current issues in environmental education. Selected papers from the Fourth Annual Conference of the National Association of Environmental Education. ERIC/SMEAC Information Reference Center. Ohio State University.