bluuebunny/crossref_metadata_2025_split huggingface dataset:
Ignorance, Environmental Education Research and Design Education
Authors: Barron Deirdre , Jackson Simon , Anderson Lyndon 
Published: July 2016

AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.
A Personal Approach to Teaching about Climate Change
Authors: Lenzen Manfred , Dey Christopher , Murray Joy 
Published: July 2016

AbstractThe problem of climate change is complex, global, and long-term, and therefore difficult to grapple with for politicians, scientists, teachers, and students alike. Teachers in particular face the problem of presenting climate change in a way that is not abstract and distant. To engage the intellect as well as emotions, students need to feel personally involved. One way to achieve this personal involvement is to link climate change to students' individual lives. Such a relationship can be created using a personal greenhouse gas budget, comprising ail emissions caused by a student over one year. A personal greenhouse gas calculator was developed at the School of Physics, University of Sydney, in the form of a computer spreadsheet, and applied in university teaching. This calculator does not only address emissions from energy use, but also those emissions embodied in goods and services. Embodied emissions are often ignored when climate change is related to lifestyles, As its normative part, the calculator states a benchmark of 3.5 t CO2 per person per year, based on the principle of global equity and sustainability. First experiences show that most students agree with that benchmark, and accept responsibility for embodied emissions. However, their own emissions results exceed by far the equitable and sustainable budget. This experience triggers various feelings, ranging from surprise and motivation, to guilt, denial, self-defence, cynicism, anger, and frustration. In contrast to a model where teaching is seen as transmission of information, this personal and provocative approach creates an emotional response, which affects memory, which in turn holds out the promise of long-term change.
Landshaping: A Concept for Exploring the Construction of Environmental Meanings within Tropical Australia
Authors: Whitehouse Hilary 
Published: July 2016

AbstractThe creation of meaning is both intrinsic and extrinsic to environmental learning. In this paper I call attention to the process of how language practices and Imagination are important in constituting environmental meanings, as stories of the places in which we live. A concept of landshaping is introduced as a conceptual tool for thinking about the agentic construction of environmental meanings. Research data collected In north Queensland show that individual subjectivities do not necessarily align with the binary thought lines of human identity (‘us’) and nature (‘not us’) commonly reproduced within environmental education. Ideas of the natural can be problematic in environmental learning, particularly in cross-cultural education experiences. Landshaping can be used as a research strategy and as a pedagogical technique for revealing diversities and illuminating complexities in how we as individuals, and together, create environmental understandings for ourselves.
The Powers that be: Political Education Through an Environmental Study
Authors: Maher Mary 
Published: July 2016

In its broadest sense the “environment” component of environmental education spans such diverse areas as dietary habits, in vitro fertilisation, religious beliefs, occupational health, desertification, the changing nature of work, arms control and over-population. At its best contemporary environmental scholarship highlights the degree to which all these issues are intimately related.At its worst and narrowest, the process of environmental educational consists of firstly identifying the basic features of an ecosetting for example, a rainforest, a reef or an urban waterway; and studying environmental change in that setting through identifying the goodies and baddies in relation to impacts upon that environment.An experience I had recently teaching about North Stradbroke Island highlighted the dominance that the narrow view of environmental education has attained. In discussion prior to the study, students indicated that for them, the term “environment” was basically an alternative label for flora and fauna or the “green”/natural elements of the island. They could not comment very easily then about the place of humans in this picture of environment nor could they outline in any detail the range of social, economic or political factors affecting that island's environment. Such factors were incidental to that environment.Also students' ideas about “environmental conflict” and the island seemed to be centred on examples of actions taken by one or other of the conflicting groups, through protest meetings or demonstrations, classifying the main contenders Into two camps - those for and those against the bridge.
Interpretation During a School Visit to a Nature Reserve
Authors: Beckmann Elizabeth A. 
Published: July 2016

AbstractMany teachers take students on visit to Nature Reserves or National Parks. The park management agency generally provides written information/worksheets and an accompanying ranger to provide interpretation. Rarely are these visits subjected to formal evaluation in terms of achievement of environmental education objectives related to park conservation and management values. A pilot study of a school visit of Year 9 students to Tidbinbilla Nature Reserve (ACT) found that most students had a good background in terms of previous exposure to National Parks and environmental media, and the excursion provided both an enjoyable and an educational experience. However, there seemed to be a need for basic conservation and management values and ideas to be continually emphasised to ensure their full appreciation and understanding by students.
Applying a Feminist Critique to Environmental Education
Authors: Di Chiro Giovanna 
Published: July 2016

One thing about which there is widespread consensus is that the earth and its inhabitants are in social and environmental peril. This is where the consensus ends, however, for there is equally widespread disagreement as to the nature and causes of the problems (more social or more environmental), the severity of the problems (for whom are they recognised and felt as problems), and the most appropriate and effective solutions necessary to deal with them. This paper argues for the adoption of a critical, feminist perspective in examining the area of Environmental Education (EE) as an ‘appropriate response’ to this globally perceived socio-environmental crisis.Historically, environmental education emerged out of the early 1970's during the time when the environmental movement was gaining momentum and vitality on a worldwide scale (Disinger, 1983; Robottom, 1985a; Stapp, 1970). It was envisioned by the international participants at the three major UNESCO-UNEP Environment Conferences held that decade, that EE was the most appropriate and hopeful educational response to the crisis situation of the deterioration of quality of life and the environment (Fensham, 1978).The aims of EE that emerged from the UN conference in Tbilisi, USSR in 1977 were particularly ambitious in that they transcended a concern with the roles, objectives and guiding principles of EE and spelled out the need for an understanding of:
… the epistemological and institutional structures that affect consideration of environmental demands” … and …. “the obstacles (epistemological, cultural or social) restricting access to educational messages and their utilization” (Robottom, 1985b).
Researching a Whole-Year EE Program: Some Methodological Issues
Authors: Campbell Coral , Herbert Georgina , Robottom Ian 
Published: July 2016

AbstractA P-12 school in regional Victoria has an environmental theme throughout its Year Four program with classes located in a purpose-built Environmental Centre in a separate location within the school's grounds. We report here on a one-year case study of the grade four thematic integrated curriculum at the school. We reflect on and describe some of the methodological issues that arose during the interviews, direct observations, photography and video-recording. Some of the practical considerations associated with case-study methodology will be discussed. The paper concludes with a summary of emerging substantive issues and a prospective view to further research.
Categorising Tertiary Environmental Education In Australia
Authors: Cosgrove Laurie , Thomas Ian 
Published: July 2016

AbstractThe diversity of environmental courses at tertiary level continues to increase. Following from a survey of these courses in the early 1990s the current study revisited the courses to investigate their characteristics. In 1993 tertiary courses with ‘environment’ in their title were surveyed through a postal questionnaire to gain an understanding of their philosophy and approach to teaching in the environmental field, of the capabilities the courses sought to assist the graduates to develop and of the extent to which graduates were being employed. The paper presents and discusses the results of this survey and offers suggestions about enhancing the role of environmental education in tertiary institutions.
Environmental Education is History: The Extent to Which Modern History Education Adopts Characteristics of Socially Critical Environmental Education
Authors: Barry Clayton 
Published: July 2016

AbstractThis paper reports on a research study that investigated the extent to which the Queensland secondary school subject Modern History adopts characteristics of socially critical environmental education. The study found that while the Modern History syllabus gives ample opportunities for students to focus their inquiries on environment, Modern History teachers had overlooked this aspect of the syllabus. More positive findings of this research are that both the syllabus and teachers adopt many characteristics of socially critical environmental education. In particular, the values, political and emancipatory characteristics feature strongly in both policy and practice. To a lesser extent, both the holistic and issues-based characteristics are represented. Finally, this research study shows that the action characteristic, as defined in socially critical environmental education, is clearly neglected. Despite this, there is a case to be made for Modern History to be used as a vehicle for socially critical environmental education in Queensland schools.
Education for Sustainable Development in Secondary Education of the Flemish Community: Challenges and Perspectives
Authors: Sleurs Willy 
Published: July 2016

AbstractEnvironmental Education is one of the cross-curricular themes, introduced in the mid 1990s in the curriculum of Flemish secondary education (12-18 yr). Both the Brundtland report and the ENSI philosophy inspired the development of the objectives for EE. A strong partnership exists between the departments of education and the environment of the Flemish Ministry and the provincial authorities, which resulted in the project ‘MOS’, an environmental management system for primary and secondary schools. Besides environmental objectives, the pedagogical objectives of the project are strongly emphasised. The UN Decade of Education for Sustainable Development provides a strong stimulus to link Environmental Education to the other cross-curricular themes, Citizenship and Health Education and to include the ‘MOS’-project into the broader framework of Education for Sustainable Development.
Education for Sustainability: Assessing Pathways to the Future
Authors: Huckle John 
Published: July 2016

It is easy to describe the mess the world is in, and to preach large changes of heart. Short, saleable books which do that may be useful if they persuade people in good directions, but only if people know how to move in those directions. (Hugh Stretton, 1976, p. 2)In June 1992, the UN Conference on Environment and Development will be held in Brazil. A follow up to the World Commission on Environment and Development, it will mark the twentieth anniversary of the first UN conference on the environment, held in Stockholm in 1972. Promoting environmental education is one of 23 objectives for the conference.Conference delegates in Brazil are likely to hear that the global ecological crisis has worsened, that sustainable development is not being realised, and that there is a continuing need for education. Yet more initiatives in environmental education are likely to be advocated and some delegates will go away feeling happier.What they and others may fail to realise is that much environmental education is part of the problem rather than the solution. Current practice fails to reveal the true causes of environmental problems and to educate pupils in ways which enable them to realise sustainable development. It is based on inadequate theory and practice yet receives increasing support from powerful elites who must manage the global ecological crisis in their own interests.
Environmental Education in Canada: Contemporary Issues & Future Possibilities
Authors: Hart Paul 
Published: July 2016

Environmental education has become a major concern for many politicians, educators, and parents in Canada. The politics of resource scarcity, environmental deterioration, and failed economic theories have combined to force nations such as Canada to reassess their priorities. Environmentalism has matured to the degree that large numbers of environmentally related contradictions in Canadian society can be traced to patterns of western intellectual thought and debated in terms of differing ideologies relating to population, economic development, government policy making, the legal system, and to education. As we face the 21st century with growing uncertainty and threats to our understandings, our ideas, and our institutions, an environmental perspective may well come to dominate our consciousness and our education.This paper develops an argument for reform in current environmental education practices within Canada at a time when educational systems in this country are becoming serious about incorporating an environmental perspective. After setting the context within systems of Canadian education, the paper attempts to capture the essence of environmental education activities by means of some broadly based Canadian contributions to the field and by two specific examples. The purpose of these sections is to throw into relief a number of tensions and contradictions in the contemporary theory and practice of environmental education in Canada and to identify a number of issues for debate in light of this experience. Finally, a proposal consistent with authentic principles of socially critical environmental education is suggested as a means of reconceptualising future environmental education activities within Canadian contexts.
Educational Dimensions of Environmental School Initiatives
Authors: Posch Peter 
Published: July 2016

AbstractIn the first part of the paper some features of the international 0ECD/CERI Project “Environment and School Initiatives” are described. The central idea of the project is to support teachers in educational activities that connect the promotion of dynamic qualities (such as initiative and self-confidence) with the promotion of environmental awareness. In the second part the project's philosophy and its educational implications are discussed: The main idea is that the increase in human-produced complexity has created a qualitatively new situation, in which local initiatives, long-term value-orientations and the wide-spread ability to reflect on one's own actions become a matter of survival. For the educational system this means a redefinition of its tasks to include reflective action on their environment by students and teachers and an appreciation of the value complexity of environmental problems.
Greening Universities in Australia: Progress and Possibilities
Authors: Noonan Donna , Thomas Ian 
Published: July 2016

AbstractThe greening of universities has been on the international agenda for at least a decade. While there has been considerable activity at some universities overseas, progress in Australian universities has been less easily identifiable. Also, the term ‘greening’ has often been taken to apply to the operations of a university, whereas the universities' curricular should also be examined. After providing a background to the greening of curricula and operations, this article presents an overview of the current status of Australian universities. The relatively poor progress is discussed in the context of the issues associated with bringing about change in universities, and some proposals are made for facilitating change.
Rising to the Challenge: Education for Sustainability in Australia
Authors: Tilbury Daniella 
Published: July 2016

AbstractWith the UN Decade in Education for Sustainable Development (2005-2014) approaching, the question is “how well positioned is Australia to respond to the challenge of educating for sustainability?”. The purpose of this paper is to provide a brief summary of ESD status, needs and innovations at the national level within Australia. ESD is relevant to all major social groups and so this paper includes developments in a number of settings including, formal education, further and higher education, industry and community contexts. This paper has been informed by the recent findings of a national review of EE's contribution to sustainability in Australia. It incorporates the latest trends and recent national initiatives which are playing a significant role in developing frameworks in ESD nationally.
Successful Environmental Education: Adapting to the Educational Habitat
Authors: Buchan Janet 
Published: July 2016

AbstractAs a matter of survival, we need to educate current and future generations to live sustainably. We need to ensure that future generations have access to quality environmental education.This paper provides guidelines for educators and managers to use to better understand and manage the learning environment in which environmental education, particularly sustainability, programs take place. This is done through the introduction of two tools. Firstly, through a model of the learning environment that can be used to understand the educational environment and its various interactions and secondly, through the introduction of an Adaptive Management Conceptual Framework. This framework provides a step by step approach to guide the process of assessing the state of the current learning environment, and to guide the processes of decision making and implementation by educators.These tools have broad application to a variety of educational environments; schools, universities and community education. A specific case study of the application of these tools in a university environmental science degree is outlined.
Intergenerational Influence in Environmental Education: A Quantitative Analysis
Authors: Ballantyne Roy , Fien John , Packer Jan 
Published: July 2016

AbstractThe process of intergenerational influence has important implications for environmental educators who wish to promote discussion about and action for the environment beyond the bounds of the school classroom. This paper examines the process of intergenerational influence in environmental education through a quantitative analysis of the factors influencing the frequency and nature of intergenerational discussion. The relationships among eight sets of variables are explored, including student and parent environmental orientation, the quality of family communication, program features, student enjoyment of the program, student learning through the program, and the frequency and nature of discussion of the program. The findings are discussed both in terms of their implications for environmental educators and for future research in the field.
The Learning for a Sustainable Environment Project: A Case Study of an Action Network for Teacher Education
Authors: Fien John 
Published: July 2016

Education has an enormously important role to play in motivating and empowering citizens to participate in environmental improvement and protection. Nearly three decades ago, Schumacher (1973) described education as our ‘greatest resource’ in his endeavour. In the last decade, major international reports have stressed this also. The theme of the Brundtland Report of the World Commission on Environment and Development (1987), Caring for the Earth: A Strategy for Sustainable Living (prepared as the World Conservation Strategy for the 1990s) (1991), and Agenda 21 (the Report of the United Nations Conference on Environment and Development in Rio de Janeiro) (1992) is that it is possible to sustain ways of living that can redress environmental decline without jeopardising the ecosystem or resources base for the future. Each report speaks to the imperative of education to engender this ethic (see Fien 1995).In the Asia-Pacific region also, education has been identified as a critical factor and countries have adopted a range of strategies for implementing programs in environmental education. Many workshops and training programs have been organised since 1986 Regional Meeting of Experts in Bangkok at which an action plan was developed for environmental education from primary through post graduate levels. Significant work is taking place in redefining environmental education in a Pacific context, particularly to incorporate concepts of sustainable development. Much exploration of how teacher education can rise to the occasion of the great need for environmental education and for teacher education in environmental education is on-going in the region (see Fien & Corcoran 1996).