EDD2601 ASSIGNMENT NO 2
STUDENT NO 59127139
1. The
IUCN
1.1. . Involves values clarification: it should involve the
exploration of personal assumptions, values and
feelings towards self and society as well as the
relationship of self and society to the natural world
Problem solving – environmental education involves
helping learners to developing relevant thinking
processes for effective resolution of complex
environmental problems
It should employ hands-on experiences and activities:
environmental education requires the utilisation of real
life situations where learning is explored through real
life experiences and activities which foster a deep
respect and love for the natural world
It is environmental issue oriented: it entails the use of
local environmental issues, as well as case studies, role
play, simulation and games which provide opportunities
to engage in, examine and participate in the
complexities of decision-making, development of
personal and alternative environmental values and
experiencing of the actual function of natural and
human- made systems
It must be life-long learning – environmental education
is not reactive but continually assesses the present
and promotes an ideology for a desirable and better
future
1.2. Tbilisi Principles
Consider the environment in its totality—natural and built,
technological and social, be a continuous lifelong process,
beginning at the preschool level and continuing through all
formal and non-formal stages; be interdisciplinary in its
approach, drawing on the specific content of each discipline in
making possible a holistic and balanced perspective; examine
major environmental issues from local, national, regional, and
international points of view so that students receive insights
into environmental conditions in other geographical areas;
focus on current and potential environmental situations while
taking into account the historical perspective;
2. The Anthropocene defines an era win which humankind has become
a geological force, the Age of Humans, with impacts of global
proportions. Since the beginning of the 17th century, humankind
has altered the Earth’ systems at geological scale. The key drivers
are human population growth, economic growth, war, pollution and
environmental degradation. The effects of the Anthropocene include
such global environmental crises as biodiversity loss, introduction
and spread of alien invasive species, and species extinction;
environmental degradation, deforestation and desertification; water,
https://www.coursehero.com/file/68212881/EED2601-ASSIGNMENT-2pdf/
, EDD2601 ASSIGNMENT NO 2
STUDENT NO 59127139
air and land pollution; health hazards; climate change.
1
This study source was downloaded by 100000832558064 from CourseHero.com on 02-04-2022 08:57:43 GMT -06:00
https://www.coursehero.com/file/68212881/EED2601-ASSIGNMENT-2pdf/
STUDENT NO 59127139
1. The
IUCN
1.1. . Involves values clarification: it should involve the
exploration of personal assumptions, values and
feelings towards self and society as well as the
relationship of self and society to the natural world
Problem solving – environmental education involves
helping learners to developing relevant thinking
processes for effective resolution of complex
environmental problems
It should employ hands-on experiences and activities:
environmental education requires the utilisation of real
life situations where learning is explored through real
life experiences and activities which foster a deep
respect and love for the natural world
It is environmental issue oriented: it entails the use of
local environmental issues, as well as case studies, role
play, simulation and games which provide opportunities
to engage in, examine and participate in the
complexities of decision-making, development of
personal and alternative environmental values and
experiencing of the actual function of natural and
human- made systems
It must be life-long learning – environmental education
is not reactive but continually assesses the present
and promotes an ideology for a desirable and better
future
1.2. Tbilisi Principles
Consider the environment in its totality—natural and built,
technological and social, be a continuous lifelong process,
beginning at the preschool level and continuing through all
formal and non-formal stages; be interdisciplinary in its
approach, drawing on the specific content of each discipline in
making possible a holistic and balanced perspective; examine
major environmental issues from local, national, regional, and
international points of view so that students receive insights
into environmental conditions in other geographical areas;
focus on current and potential environmental situations while
taking into account the historical perspective;
2. The Anthropocene defines an era win which humankind has become
a geological force, the Age of Humans, with impacts of global
proportions. Since the beginning of the 17th century, humankind
has altered the Earth’ systems at geological scale. The key drivers
are human population growth, economic growth, war, pollution and
environmental degradation. The effects of the Anthropocene include
such global environmental crises as biodiversity loss, introduction
and spread of alien invasive species, and species extinction;
environmental degradation, deforestation and desertification; water,
https://www.coursehero.com/file/68212881/EED2601-ASSIGNMENT-2pdf/
, EDD2601 ASSIGNMENT NO 2
STUDENT NO 59127139
air and land pollution; health hazards; climate change.
1
This study source was downloaded by 100000832558064 from CourseHero.com on 02-04-2022 08:57:43 GMT -06:00
https://www.coursehero.com/file/68212881/EED2601-ASSIGNMENT-2pdf/
