EED 2601 ASSIGNMENT 2

QUESTION 1 The IUCN defines environmental education as follows: Environmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertaining to an appreciation of the relationship between man, his culture and his biophysical environment. Environmental education also includes the practice of decision making and the formulation of a personal code of conduct on matters affecting the quality of the environment. 1.1 Discuss why the above definition is considered to have a behavioural emphasis. [5] The above definition has a behavioural emphasis because it is based on individuals taking action and addressing issues rather than just determining what environmental education should be. The behavioural definition mentioned above can also be considered as a behavioural, because it emphasizes the scientific study of observable behavioural reactions and the factors that influence them. This definition's main goal is to 3 | P a g e JUANTELLE ANANDI BLAAUW – EED2601 ASSIGNMENT 2 take action by identifying environmental problems, educating people about these problems, developing a process to eradicate and end these problems, and developing a process to continue to teach people and learners about these problems in order to prevent them in the future. Environmental education seeks to teach the abilities and attitudes required to comprehend the interconnections between man, culture, and the biophysical environment. In other words, it is the study of the relationship between our brains and our behaviour, and if we do not intend to act and modify our human behaviour toward the environment, these issues will continue to exist. 1.2 Identify two (2) Tbilisi Principles that relate to this definition and explain how they can be used to promote behavioural change. [10] Tbilisi Principles of Environmental Education that can be used to promote behavioural change is: 1. “Consider the environment in its totality—natural and built, technological and social (economic, political, cultural-historical, ethical, and aesthetic)” Once one realizes the importance of considering the environment as a whole, one will be more thoughtful while implementing environmental changes. Man will get a greater understanding of the relationship between culture and the biophysical environment. Man will now recognize the need of protecting the environment and preserving it for future generations. 2. “Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences” – This generation's students are solely familiar with the current 4 | P a g e JUANTELLE ANANDI BLAAUW – EED2601 ASSIGNMENT 2 surroundings. That was not the case. They will get greater learning experience and be able to make decisions for themselves if they are taught about the environment and the repercussions of not caring for it. When students acknowledge the repercussions of their actions, they will make better judgments. QUESTION 2 Define the Anthropocene [5] and discuss five key global environmental issues and challenges that have emerged in this era. [10] The Anthropocene is described as a period in which humanity has evolved into a topographical power, the Age of Humans, with global consequences. An era in which mankind has become a geological force with impacts of global proportions. At the land sca