By David Hughes-Evans
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Extra info for Environmental Education. Key Issues of the Future
Sample text
We are only beginning to learn how to overcome these. The inductive approach, starting with basic ideas about atoms and molecules does not seem to work. We are in future going to start at the system level identifying where we need supporting detailed study. For example, if students initially identify reasons for studying photochemistry from a desire to improve crop yields via knowledge of photosynthetic mechanisms, basic physical science may appear less formidable. Although the philosophy and methodology of science may appear strange to such students, this is only a short term problem.
On the other hand, when the distinction between the two contexts of environmental education is drawn sharply, the following situation exists. Within the World Health Organisation environmental education falls under environmental health which also includes health manpower development, family health, and public information. In the case of UNICEF, baseline environmental education relates to home economics, health, nutrition, and child rearing. And both WHO and UNICEF are not linked to the proposed FAO-ILO-UNESCO project!
I believe it to be a word now used to mean rather more than its dictionary definitions. Strictly it implies an additive process, the summing together of parts. Here is a prime difficulty in the advocacy of Environmental Science - traditional subject disciplines are enormous in their content and applications. Even if w e restrict the range of disciplines contributing to Environmental Science, we cannot expect any single individual to be a master of the totality of additive knowledge. Is then the Environmental Scientist to be the proverbial "Jack-of-all-trades, and master of none"?
