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Education practices for sustainability
Education practices for sustainability
Approaches used in environmental education
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In recent history humanity has begun to fundamentally alter the functionality of the planet [1, 2]. The global capitalist market and its dominant neoliberal paradigm have driven a multitude of environmental issues [3, 4, 5]. Global climate change, biodiversity loss, resource depletion, waste accumulation, and a loss of valuable ecosystem services are at the forefront of today’s environmental issues [1, 2, 6, 7]. Regardless of whether these issues are anthropogenic or natural, action will be required to maintain the world’s habitability [8]. Perhaps the most efficacious approach to these issues is to shift from the paradigm enhancing them. Thesis: Education reform at the primary level will allow for the sculpting of a paradigm with which the coming generations approach the world, and that paradigm must be one that values nature over economic growth.
Supporting argument 1: The problem is in the economic paradigm
Advocates of neoliberal policies proclaim that the efficiency of the market allows it to be the best allocator of prosperity [4]. However, a neoliberal market rewards behaviors that result in environmental degradation [4]. “The dominant economic paradigm rewards more instead of better consumption and private versus
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Additionally, EECE incorporates social ecology, which suggests that social stratification is the primary cause of anthropogenic effects on the world’s ecosystems [9]. Eco-early childhood education incorporates many activities, such as running, walking, and gardening, to further the children’s self-exploration and appreciation of nature and community [9]. Most importantly, is that EECE emphasizes adapting the curriculum to ecology, rather than simply including ecology as a subject [9]. In a short amount of time, an entire generation of South Koreans will have been taught in this
Cunningham, William P. Cunningham, Mary Ann and Saigo, Barbara. Environmental Science, A Global Concern. McGraw-Hill. New York, NY. 2005.
Urie Bronfenbrenner’s ecological theory “looks at children’s development within the context of the systems of relationships that form their environment.” (MORRISON, 2009) This theory describes multifaceted tiers within the environment, where each layer has a specific influence upon a child’s development.
Ecological theory is environmentally based; it is based on everyone and everything that is in a child’s life. This includes parents, teachers, babysitters, neighbors and even other
Nevertheless, this concern stems from a twisted notion: the present-day capitalist State might write up policies and treaties which are meant to ensure the salvation of nature as we know it, but still the situation keeps becoming worse. It is as if everybody comprehends, in the back of their minds, that the global capitalist system simply cannot remain at work indefinitely. That if it does, it will lead to the utter downfall of our current society. The idea stays buried, though — its disturbing echo becomes muffled by the bright lights of popular media and popular politics, which intend to turn us into commodified, inebriated, small, content citizens.
Such ploys seek to undermine any legitimate eco-consciousness in the audience, replacing it with rhetoric that is ultimately ambivalent toward the health of ecosystems, but definitively pro-business. These tactics assume a rigidly anthropocentric point of view, shutting out any consideration for the well-being of non-human existence; they seem to suggest that nature lies subordinate to our base desires. In addition to upholding the subordination of nature to business and leisure activities, this view establishes nature as something privately owned and partitioned (243), rather than something intrinsic to the world. Our relationship with nature becomes one of narcissism.
Environmental policy is often regarded as one of the main drivers of environmental innovation (Porter and van der Linde, 1995b). The adverse effects of most environmental problems resulted in environmental innovation being less market-driven and more regulatory motivated. Porter and van der Linde (1995b) advocate that environmental regulation may result in a win-win situation: pollution being reduced and profits increased. This argument is famously termed the Porter Hypothesis and is largely based on evolutionary innovation theory (Nelson and Winter, 1982). Nelson and Winter (1982) postulate that a firm’s innovative behaviour is hardly an optimisation process; rather it often follows rules of thumb and routines, due to the large uncertainties related to the success of innovation. Following Nelson and Winter (1982) Porter and van der Linde (1995b) assert that this argument is largely applicable to environmental innovation where firms are “… still inexperienced in dealing creatively with environmental issues.”(Porter and van der Linde, 1995b). Therefore, environmentally and economically favourable innovations are often unrealised due to inadequate information, organizational and coordination problems (Porter van der Linde 1995b). Therefore, in such a scenario, environmental regulation plays a critical role by forcing firms to bring about “economically benign environmental innovation” (Horbach, 2008). For example, the Catalytic Converter was developed following regulations to protect local air quality, and resulted in significant reduction in emissions of pollutants such as NOx and SOx from vehicles (Kemp and Foxon, 2007). Indeed, Porter and van der Linde (1995b) call for countries to adopt “innovation-forcing regulations” for envi...
Ecologists formulate their scientific theories influenced by ethical values, and in turn, environmental ethicists value nature based on scientific theories. Darwinian evolutionary theory provides clear examples of these complex links, illustrating how these reciprocal relationships do not constitute a closed system, but are undetermined and open to the influences of two broader worlds: the sociocultural and the natural environment. On the one hand, the Darwinian conception of a common evolutionary origin and ecological connectedness has promoted a respect for all forms of life. On the other hand, the metaphors of struggle for existence and natural selection appear as problematic because they foist onto nature the Hobbesian model of a liberal state, a Malthusian model of the economy, and the productive practice of artificial selection, all of which reaffirm modern individualism and the profit motive that are at the roots of our current environmental crisis. These metaphors were included in the original definitions of ecology and environmental ethics by Haeckel and Leopold respectively, and are still pervasive among both ecologists and ethicists. To suppose that these Darwinian notions, derived from a modern-liberal worldview, are a fact of nature constitutes a misleading interpretation. Such supposition represents a serious impediment to our aim of transforming our relationship with the natural world in order to overcome the environmental crisis. To achieve a radical transformation in environmental ethics, we need a new vision of nature.
According to World WildLife Fund, many ecosystems around the world are being destroyed, eliminating many plant and animal species that inhabit them (“Pollution”).
Political ecology began in the 1960s as a response to the neglect of the environment and political externalities from which it is spawned. Political ecology is the analysis of social forms and humans organizations that interact with the environment, the phenomena in and affecting the developing world. Political ecology also works to provide critiques and alternatives for negative reactions in the environment. This line of work draws from all sorts of fields, such as geography, forestry, environmental sociology, and environmental history in a complex relationship between politics, nature, and economics. It is a multi-sided field where power strategies are conceived to remove the unsustainable modern rationality and instead mobilize social actions in the globalized world for a sustainable future. The field is focused in political ethics to refresh sustainability, and the core questions of the relationships between society and ecology, and the large impacts of globalization of humanized nature.
The justice oriented person is a chance to change the world 2017 “Every individual, activity and population has an impact on Earth, though their use of natural resources and ecological services and the generation of waste” (Benito Cao, “Environment and citizenship”, 2015, p. 217). However, this seemingly fundamental essence of the life of mankind turns into an ecological crisis of the present and future. To change the picture of the world we must proceed environmental injustices arm-in-arm with the social justice issues, which cannot be solved without the confirmation and engagement of each other. In case of an environmentally sustainable way, attending to social justice is a catalyst making people ado not concern only of
Public policy is defined by Webster’s as the “The basic policy or set of policies forming the foundation of public laws, especially such policy not yet formally enunciated.” The United States Government has many policies in the area of the environment. The Environmental Protection Agency (EPA) was created in 1970 to help identify environmental problems in our nation, and to set policy on how to deal with those problems. Yet, with so much money spent by the government to deal with problems with the environment, it must be noted that problems still exist, even within the bureaucracy that was meant to help in the first place.
He divided their environments into different levels. Firstly, he described the microsystem as the system that is closest and one that will have the most influence on them. School and home fall within this system. For example, parent’s and teacher’s views on sustainability will influence how a child reacts to it. Also children’s interactions with parents, teachers and peers will affect how they are treated in return (Bronfenbrenner, 1994). Clearly this is why ecologising education is important and by doing so education creates critical thinkers. The potential benefits for young people that are eco-literate are that they can begin to negotiate and act on their own purposes, values and feelings, rather than those that they have uncritically acquired from others (Mezirow, 2000). Through learner driven participation children show that they should be treated as solutionaries, and vital stakeholders in the fight for their sustainable futures. Secondly, there are the exosystem which includes schools and the community, and the macrosystem which includes broader society, such as national customs and political philosophy. The decisions made within these systems effects them, though they have no say in the decision making process (Bronfenbrenner, 1994). This shows unmistakable signs of why ecological approaches to environmental sustainability are being hindered. The decisions about
Although, this solution offers a way to support the biodiversity through anthropogenic actions, there are complications that come along with this
In what ways has the distributive approach to achieving environmental justice been problematic in western nations?
Environmental education has origins that date back to 1900’s as nature studies submerged participants in understanding wild places and the plants or animals that are found outside (Krasny and Monroe, 2015). As humans made greater impacts on the land and new environmental problems were created, the concept of environmental education changed in response to these new conditions. Often, audiences experienced nature by traveling outside communities to stereotypic wild lands. Recently, urban environmental education surfaced as a new approach to sharing nature with audiences--helping create meaningful experiences in nature by finding a greater value in urban areas as natural areas (Russ, 2015). There are many similarities and differences between the