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Environmental Education
- A Tool to create a
Greener World
Usha Srinivasan
cleanindia@sdalt.ernet.in
“If people have to
take environmental issues as their personal concerns and harmonize their
efforts for our common future, the role of education becomes vital. Only
education can provide the driving force for such a renewal of awareness.
Education should encourage understanding of the ways that environmental
problems intimately connect to our daily lives…….., must also inspire
the faith that each of us has both the power and the responsibility to
affect positive change on a global scale.”- Daisaku Ikeda, President,
Soka Gakkai International
Environment
Studies exists as a separate subject at the primary school level. At the
middle and high school level, though Environmental Science is not a
separate subject in the school curriculum, some environment related
concepts and issues are integrated with other subjects. Environment
related programmes like the National Green Corps of Ministry of
Environment and Forests and the school Eco clubs of the state
governments have helped in providing learning experiences to deepen the
understanding of environmental issues. But, these efforts could not
bring about the attitudinal change in students; equip them to face the
environmental challenges; and help them in making the right decisions.
We need to impart education such that it helps to develop responsible
environmental behaviour leading to an improved environment.
The recent judgment of Supreme Court regarding Environmental Education
is indeed a long awaited and much needed one. The implications are
wide-ranging - initiating proactive action in curriculum/syllabus
change; change in pedagogy, evaluation, teachers’ training; and
implementation strategies, monitoring and networking.
Introduction and implementation of environment education as an
independent subject would require:
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Formulation of strategies,
logistics and comprehensive support systems at different levels -
both within the school system as well as outside. |
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Pedagogy should be based on the
needs of the children belonging to different age groups, local
context, indigenous perception of environment, cultural tradition
and multi-disciplinary approaches. It has to come out from the
confines of the school and involve the participation of parents,
family and entire community. |
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Formulation of curriculum in other
subject areas to avoid unnecessary duplication and increase in
curriculum load. |
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Evaluation of effective cognitive
domains like values, attitudinal changes etc. Evaluation methods
have to be formulated to include group evaluation, institutional and
community evaluation. |
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Significant modification in the
curriculum and syllabus for both pre-service and in-service teacher
education programme. |
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Large scale exercises at the state
level to develop materials for generating awareness among
stakeholders. |
The text books on Environmental
Sciences should not only provide space for physical and natural
environment, but also for the social environment as family, school,
neighbourhood and community are domains of a child’s life. The textbook
content need not be all inclusive. The stress should be on interesting
and meaningful treatment of selected themes rather than superficial and
information-laden treatment of a smultitude of topics, so that it does
not burden the child. The curriculum and teaching–learning process
should lead to internalization and help in attitude formation.
The common threads that run through the contents of the text books
should:
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Help enhance child’s relationship
with nature and promote appreciation of nature amongst them. |
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Focus on the interconnectivity
between society and environment - highlighting environment as a
people’s issue. |
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Provide a historical perspective as well as address the contemporary
reality to provide a holistic picture. Include threats to
environment and methods of conservation – How to care for and
protect the environment – indigenous methods, wisdom of common
people / communities |
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Empower children to become citizens
who are aware of their rights to question environmental trends, to
participate in deliberations and to act responsible. Do not project
children and communities as the “polluters”, responsible for
environmental degradation. Do not talk them down but affirm some of
their practices and concerns. |
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Help
questioning of development paradigms, lifestyles and consumption
patterns leading to understanding of sustainable development as a
paradigm, based on these principle of reduction, reuse and recycle |
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Include equity issues related to
environment and development; environment and social conflict based
on gender, class, ethnicity, rural/urban; issues of access and
control over resources and unequal distribution of resources; and
common shared resources versus privatization. |
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Inculcate gender sensitivity and understanding of women’s
relationship with nature |
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Present environmental challenges as
a concomitant of urbanization. The content should be state-centric
and focus on environmental resources and issues related to that
place, including comparisons and contrasts with other regions. |
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Encourage critical thinking on environmental concerns. Attempt to
explain them by exploring the roots of the problem and Macro-Micro
linkages |
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Focus on action/ potential for
change – taking action at individual, community and Government
level. While it is important to evoke children’s participation in
caring for environment, it is important to emphasize the critical
role that needs to be played by the government, its policies and
programmes. |
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Acknowledge the wisdom of cultural practices, but question
traditional practices /religious beliefs that are not
environmentally sound or harmful for the environment |
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Present before the children the
dichotomies, contradictions and the complexity of issues that
account for difficulties involved in taking decisions. This will
encourage them and give them an opportunity to make informed
choices. |
Today's students are tomorrow's leaders
and decision-makers. They need to learn and practice the skills
necessary to protect, preserve and restore the environment quality.
Environmental education will lead to the acquisition of knowledge, the
development of analytical skills, the beginning of environmentally
conscious attitudes and ultimately, a responsible behaviour.
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