Environmental Education

1. Front Matter

   Pages i-xiii

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2. Nature of Environmental Education

   1. Front Matter

      Pages 1-1

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   2. Environmental Education — A New Word or a New Philosophy of Teaching?

      • Gerhard Schaefer

      Pages 3-7

   3. Why Environmental Education?

      • Trilochan S. Bakshi

      Pages 9-13

   4. Challenge of Environmental Education

      • H. T. Odum

      Pages 15-17

   5. Environmental Education is too Important to be Left in the Hands of Teachers Alone

      • Miriam Ben-Peretz

      Pages 19-30

3. Successes and Failures of Environmental Education

   1. Front Matter

      Pages 31-31

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   2. Ecology and Environmental Education in Taiwan

      • Jun-yi Lin

      Pages 33-37

   3. Environmental Education in Scotland: Prospects and Problems

      • J. C. Smyth

      Pages 39-56

   4. Ecological Training for Developing Countries: Strategies and Actions of the MAB Programme

      • Francesco di Castri, Malcolm Hadley

      Pages 57-75

   5. The Role of UNEP in Environmental Education

      • V. O. I. Johnson

      Pages 77-93

4. Methodologies of Environmental Education

   1. Front Matter

      Pages 95-95

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   2. Simulation and Games in Environmental Education: A Workshop

      • Michael Molenda

      Pages 97-108

   3. Decision Making and Environmental Education

      • A. Blum

      Pages 109-120

5. Integrative Sciences and Environmental Education

   1. Front Matter

      Pages 121-121

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   2. The Biocybernetic Approach to Understand and Plan Our Environment

      • Frederic Vester

      Pages 123-127

   3. A Theory of Education as a Basis for Environmental Education

      • Joseph D. Novak

      Pages 129-138

   4. Systems Theory and Environmental Education

      • Arnold M. Schultz

      Pages 139-147

   5. Landscape Ecology as a Scientific and Educational Tool for Teaching the Total Human Ecosystem

      • Zev Naveh

      Pages 149-163

6. Application of Integrated Environmental Education

   1. Front Matter

      Pages 165-165

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The environmental movement of the 1960s made educationists in some parts of the world aware of the significance and importance of ecology in curricula at all levels of education, from kindergarten to post-secondary. A great deal of progress was made in the early 1970s in incorporating environmental awareness programs into educa­ tional systems go that what was once considered a fad was gradually becoming a part of formal education in a number of institutions, especially in Canada and the U.S.A. It was therefore appropriate that an international scientific body devote some time to the issue of ecology in education. Early in 1976, I suggested to the International Association for Ecology (Inteco1) that a symposium on Environmental Education be included in the program of the Second International Congress of Ecology scheduled to be held in Jerusalem in September 1978. In the first draft program of the Congress, the topic was included as a poster session. I considered this inadequate and appealed to the Congress Steering Committee to focus greater attention on environ­ mental education. The first draft program contained phrases like "utilization of resources", "conservation problems", "environmental moni toring", and "irreversible changes". These phrases more or less assumed that people in general understood ecological principles. Literature on environmental education seems to suggest that a wide gap separated most of the professional ecologists from a large portion of mankind primarily because we the ecologists have paid scant attention to the ecological education of world's citizens.

• biome
• ecology
• ecosystem
• education
• energy
• environment
• environmental education
• environmental movement

• Division of Sciences, Athabasca University, Edmonton, Canada

  Trilochan S. Bakshi

• The Lowdermilk Faculty of Agricultural Engineering, Technion — Israel Institute of Technology, Haifa, Israel

  Zev Naveh

Policies and ethics