CSS 487 Environmental Education

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CSS 487 Environmental Education

• Greg Fizzell
• Program Director
• Palouse-Clearwater Environmental Institute
• UI McCall Outdoor Science School
• fizzell_at_pcei.org
• [phone]
• http//www.cnr.uidaho.edu/css487/

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Environmental Education

• A Vision for the Future

From Excellence in Environmental Education North
American Association for Environmental Education
(NAAEE)
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Fundamental Beliefs

• Humans can live compatibly with nature and act
  equitably toward each other.
• People can make informed decisions that consider
  future generations.

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Two Founding Documents

• The Belgrade Charter (1976)
• United Nations Conference
• Goal Statement
• The Tbilisi Declaration (1978)
• Worlds first intergovernmental conference on
  environmental education (EE)
• Built upon the Belgrade Charter
• Three Broad Goals for EE

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The Belgrade Charter (1976)

• Goal Statement for Environmental Education
• The goal of environmental education is to
  develop a world population that is aware of, and
  concerned about, the environment and its
  associated problems, and which has the knowledge,
  skills, attitudes, motivations, and commitment to
  work individually and collectively toward
  solutions of current problems and the prevention
  of new ones.

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The Tbilisi Declaration (1978)

• Three Broad Goals
• 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.

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In a Phrase

• A Need for Environmental Literacy
• predicated on the belief that if we educate our
  citizens so they are capable of making quality
  decisions, they will do so when the time comes.

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Essential Underpinnings of EE

• Core of Key Principles
• Systems
• Interdependence
• Importance of where one lives
• Integration and infusion
• Roots in the real world
• Lifelong learning

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Essential Underpinnings of EE

• Systems help make sense of a large and complex
  world. The whole is understood only by
  understanding the relationships and interactions
  among the parts.
• Interdependence Human well being is inextricably
  bound with environmental quality

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Essential Underpinnings of EE

• The importance of where one lives Beginning
  close to home, learners forge connections with,
  explore, and understand their immediate
  surroundings.
• Integration and infusion Disciplines from the
  natural sciences to the social sciences to the
  humanities are connected through the medium of
  the environment and environmental issues.

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Essential Underpinnings of EE

• Roots in the Real World Learners develop
  knowledge and skills through direct experience
  with the environment, environmental issues, and
  society.
• Lifelong learning Critical and creative
  thinking, decision making, and communication, as
  well as collaborative learning are emphasized.

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General Principles that Guide EE Instruction

• Learner is an active participant
• Guided by learners interests
• Opportunities for independent thinking and
  effective responsible action
• Engage in collaborative, group work

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General Principles that Guide EE Instruction

• Strong emphasis on developing communication
  skills
• Balanced approach to instruction

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General Principles that Guide EE Instruction

• Focus on immediate surroundings
• Early and continuing opportunities to explore
  their environment