Frameworks/Models Based on EE Literature
The following environmental education frameworks are excerpted directly from key documents in the environmental education literature. They provide insight into the evolution of the field and its core ideas. It becomes clear that, while the field has continued to mature since the Tbilisi Declaration was formulated in 1977, the declaration‟s original intent is still central to environmental education.
Although the environmental education model proposed by Stapp and Cox (1974) predates Tbilisi, it is important to include here because of the central role it played in the development of the Tbilisi Declaration. The work by Hungerford, et. al. (1980) proposes goal levels for EE curriculum development. The four goal levels were submitted to a content validity expert panel to judge their congruence with the five Tbilisi objectives.
In recent years, much scholarly work in EE has focused on describing the precursors of responsible environmental citizenship and environmental literacy—the types of knowledge, skills and dispositions that describe the environmentally literate citizen. The proposed frameworks offered by Iozzi, et. al. (1990), Marcinkowski (1991), Wisconsin Center for Environmental Education (1992), Roth (1992), and the EE Literacy Consortium (1994) are all based in a synthesis of this research and the EE foundations literature.
Finally, the important influence of issues surrounding sustainable development on EE thinking is considered with the inclusion of a framework for sustainable development education published in Canada (1994).
Although the environmental education model proposed by Stapp and Cox (1974) predates Tbilisi, it is important to include here because of the central role it played in the development of the Tbilisi Declaration. The work by Hungerford, et. al. (1980) proposes goal levels for EE curriculum development. The four goal levels were submitted to a content validity expert panel to judge their congruence with the five Tbilisi objectives.
In recent years, much scholarly work in EE has focused on describing the precursors of responsible environmental citizenship and environmental literacy—the types of knowledge, skills and dispositions that describe the environmentally literate citizen. The proposed frameworks offered by Iozzi, et. al. (1990), Marcinkowski (1991), Wisconsin Center for Environmental Education (1992), Roth (1992), and the EE Literacy Consortium (1994) are all based in a synthesis of this research and the EE foundations literature.
Finally, the important influence of issues surrounding sustainable development on EE thinking is considered with the inclusion of a framework for sustainable development education published in Canada (1994).
Framework 1 Stapp, W.B. and Cox, D.A. (1974) Environmental Education Model
Philosophy and Concepts: An environmental education program should assist the learner in understanding the basic spaceship earth philosophy which would serve as an "umbrella‟ of thought and ethic for the entire program. The spaceship earth philosophy has been divided into five basic concepts: ecosystems, population, economics and technology, environmental decisions, and environmental ethics. These concepts encompass the awareness, knowledge, and understanding of the living and non-living world and their complex interactions; the social, economic, political and aesthetic influences of the populations of people; the need for, and processes of decision making; and development of an environmental ethic that would motivate the learner to adopt a life style compatible with environmental quality.
The Processes:
A. The Skills of Problem Solving
Since the environmental education model is based on student involvement, problem solving skills are essential to developing and carrying out action plans. … The eight problem solving skills are:
1. Recognizing environmental problems
2. Defining environmental problems
3. Listening with comprehension
4. Collecting information
5. Organizing information
6. Analyzing information
7. Generating alternative solutions
8. Developing a plan of action
B. Clarifying Values
The values clarification approach helps students become aware of personal beliefs, attitudes, values and behavior which they prize and are committed to both in and out of the classroom. This process assists students in considering alternative solutions and the implications of each alternative. ... Values clarification is of major importance in making rational environmental decisions every day of a person‟s life, and must be a basic part of every environmental education program.
C. Community Problem Solving
Students need to be able to apply learned skills in both valuing and problem solving in an issue that is meaningful to them—a problem that directly affects them either at home, or at school, or in the local community.
The Teaching-Learning Models:
There is no single teaching model that all students will respond favorably toward under all circumstances. ... It is important for a teacher to asses his/her personal skills and the Appendix B 93 situation and then blend teaching models in an effort to achieve the best learning environment. ... The role of the teacher would be to create a learning environment, assist students in acquiring information, provide guidance to the student, and to participate with the student in the learning process.
Emphasis of Program at Different Age Levels:
Environmental education activities at each grade level should focus on the feeling (affective), knowing (cognitive) and skillbehavior domains. Emphasis in the early years, however, should be on awareness and feelings and in later years on knowledge and skill-behavior. The learner should also be provided with opportunities to explore his immediate environment with all of his senses—sight, hearing, smell, touch and taste. The learner should be exposed to a variety of physical and social environments in order to have experiences to judge the quality of his immediate environment.
Philosophy and Concepts: An environmental education program should assist the learner in understanding the basic spaceship earth philosophy which would serve as an "umbrella‟ of thought and ethic for the entire program. The spaceship earth philosophy has been divided into five basic concepts: ecosystems, population, economics and technology, environmental decisions, and environmental ethics. These concepts encompass the awareness, knowledge, and understanding of the living and non-living world and their complex interactions; the social, economic, political and aesthetic influences of the populations of people; the need for, and processes of decision making; and development of an environmental ethic that would motivate the learner to adopt a life style compatible with environmental quality.
The Processes:
A. The Skills of Problem Solving
Since the environmental education model is based on student involvement, problem solving skills are essential to developing and carrying out action plans. … The eight problem solving skills are:
1. Recognizing environmental problems
2. Defining environmental problems
3. Listening with comprehension
4. Collecting information
5. Organizing information
6. Analyzing information
7. Generating alternative solutions
8. Developing a plan of action
B. Clarifying Values
The values clarification approach helps students become aware of personal beliefs, attitudes, values and behavior which they prize and are committed to both in and out of the classroom. This process assists students in considering alternative solutions and the implications of each alternative. ... Values clarification is of major importance in making rational environmental decisions every day of a person‟s life, and must be a basic part of every environmental education program.
C. Community Problem Solving
Students need to be able to apply learned skills in both valuing and problem solving in an issue that is meaningful to them—a problem that directly affects them either at home, or at school, or in the local community.
The Teaching-Learning Models:
There is no single teaching model that all students will respond favorably toward under all circumstances. ... It is important for a teacher to asses his/her personal skills and the Appendix B 93 situation and then blend teaching models in an effort to achieve the best learning environment. ... The role of the teacher would be to create a learning environment, assist students in acquiring information, provide guidance to the student, and to participate with the student in the learning process.
Emphasis of Program at Different Age Levels:
Environmental education activities at each grade level should focus on the feeling (affective), knowing (cognitive) and skillbehavior domains. Emphasis in the early years, however, should be on awareness and feelings and in later years on knowledge and skill-behavior. The learner should also be provided with opportunities to explore his immediate environment with all of his senses—sight, hearing, smell, touch and taste. The learner should be exposed to a variety of physical and social environments in order to have experiences to judge the quality of his immediate environment.
Framework 2 Hungerford, H.R., Peyton, R.B., and Wilke, R. (1980) Goals for Curriculum Development in Environmental Education
GOAL LEVEL I—The Ecological Foundations Level:
Upon completion of instruction in environmental education, the learner should be expected to be able to...
1. Communicate and apply the major ecological concepts including those focusing on individuals, species, populations, communities, ecosystems, biogeochemical cycles, energy production and transfer, interdependence, niche, adaptation, succession, homeostasis, and man as a ecological variable
2. Apply a knowledge of ecological concepts to the analysis of environmental issues and identify important ecological principles involved
3. Apply a knowledge of ecological concepts in predicting the ecological consequences of alternative solutions to environmental problems
4. Understand the principles of ecology in order to identify, select and utilize appropriate sources of scientific information in a continuing effort to investigate, evaluate and find solutions for environmental issues
GOAL LEVEL II— The Conceptual Awareness Level:
5. Understand and communicate how man‟s cultural activities (e.g., religious, economic, political, social and others) influence the environment from an ecological perspective
6. Understand and communicate how an individual‟s behaviors impact on the environment from an ecological perspective
7. Identify a wide variety of local, regional, national and international environmental issues and the ecological and cultural implications of these issues
8. Identify and communicate the viable alternative solutions available for remediating crucial environmental issues as well as the ecological and cultural implications of these various solutions
9. Understand the need for environmental issue investigation and evaluation as prerequisite to sound decision making
10. Understand the roles played by differing human beliefs and values in environmental issues and the need for personal values clarification as an important part of environmental decision making
11. Understand the need for responsible citizenship action in the solution of environmental issues
GOAL LEVEL III— The Investigation and Evaluation Level:
12. Apply the knowledge and skills needed to identify and investigate issues (using both primary and secondary sources of information) and synthesize the data gathered)
13. Demonstrate the ability to analyze environmental issues and the associated value perspectives with respect to their ecological and cultural implications
14. Demonstrate the ability to identify alternative solutions for important issues and the value perspectives associated with these solutions
15. Demonstrate the ability to evaluate alternative solutions and associated value perspectives for important issues with respect to their ecological and cultural implications
16. Demonstrate the ability to identify and clarify personal value positions related to important environmental issues and their associated solutions
17. Demonstrate the ability to evaluate, clarify, and change value positions in light of new information
GOAL LEVEL IV—The Issue Resolution Skill Level:
18. Demonstrate a competence with a variety of citizenship action skills from the following categories of skills: persuasion, consumerism, political action, legal action, and ecomanagement
19. Evaluate selected actions in light of their ecological and cultural implications
20. Demonstrate the ability to apply one or more citizenship action skills for the purpose of resolving or helping to resolve one or more environmental issues
GOAL LEVEL I—The Ecological Foundations Level:
Upon completion of instruction in environmental education, the learner should be expected to be able to...
1. Communicate and apply the major ecological concepts including those focusing on individuals, species, populations, communities, ecosystems, biogeochemical cycles, energy production and transfer, interdependence, niche, adaptation, succession, homeostasis, and man as a ecological variable
2. Apply a knowledge of ecological concepts to the analysis of environmental issues and identify important ecological principles involved
3. Apply a knowledge of ecological concepts in predicting the ecological consequences of alternative solutions to environmental problems
4. Understand the principles of ecology in order to identify, select and utilize appropriate sources of scientific information in a continuing effort to investigate, evaluate and find solutions for environmental issues
GOAL LEVEL II— The Conceptual Awareness Level:
5. Understand and communicate how man‟s cultural activities (e.g., religious, economic, political, social and others) influence the environment from an ecological perspective
6. Understand and communicate how an individual‟s behaviors impact on the environment from an ecological perspective
7. Identify a wide variety of local, regional, national and international environmental issues and the ecological and cultural implications of these issues
8. Identify and communicate the viable alternative solutions available for remediating crucial environmental issues as well as the ecological and cultural implications of these various solutions
9. Understand the need for environmental issue investigation and evaluation as prerequisite to sound decision making
10. Understand the roles played by differing human beliefs and values in environmental issues and the need for personal values clarification as an important part of environmental decision making
11. Understand the need for responsible citizenship action in the solution of environmental issues
GOAL LEVEL III— The Investigation and Evaluation Level:
12. Apply the knowledge and skills needed to identify and investigate issues (using both primary and secondary sources of information) and synthesize the data gathered)
13. Demonstrate the ability to analyze environmental issues and the associated value perspectives with respect to their ecological and cultural implications
14. Demonstrate the ability to identify alternative solutions for important issues and the value perspectives associated with these solutions
15. Demonstrate the ability to evaluate alternative solutions and associated value perspectives for important issues with respect to their ecological and cultural implications
16. Demonstrate the ability to identify and clarify personal value positions related to important environmental issues and their associated solutions
17. Demonstrate the ability to evaluate, clarify, and change value positions in light of new information
GOAL LEVEL IV—The Issue Resolution Skill Level:
18. Demonstrate a competence with a variety of citizenship action skills from the following categories of skills: persuasion, consumerism, political action, legal action, and ecomanagement
19. Evaluate selected actions in light of their ecological and cultural implications
20. Demonstrate the ability to apply one or more citizenship action skills for the purpose of resolving or helping to resolve one or more environmental issues
Framework 3 Iozzi, L., Laveault, D., Marcinkowski, T. (1990) Assessment of Learning Outcomes in Environmental Education
Organization of Learning Outcomes According to Taxonomies of Educational Objectives
Cognitive Domain:
Knowledge: of ecology, environmental problems and issues, and environmental action strategies
Skills for dealing with action strategies: including identification, investigation, and analysis of issues
Skills for dealing with action strategies: including selecting appropriate action strategies, creating an action plan, evaluating an action plan, and implementing an action plan.
Affective Domain:
Environmental sensitivity or appreciation: including „the characteristics that result in an individual viewing the environment from an empathetic perspective‟ (Peterson, 1982)
Attitudes: towards pollution, technology, economics, conservation, and environmental action
Values: a preference for selected means and ends; values such as a healthy environment and a peaceful world
Moral reasoning: making decisions and judgments about environmental issues according to one's own sense of morality
Ethics: involving the evaluation of a personal world view which reflects a balance between the quality of life and the quality of the environment
Responsible Environmental Behavior:
Active participation aimed at solving problems and resolving issues: environmentally sound consumer purchasing, methods for conserving resources, assisting with the enforcement of environmental regulations, using personal and interpersonal means to encourage environmentally sound practices, and encouraging environmentally sound policies and legislative initiatives
Locus of Control:
Individual's sense that he or she can manifest some influence upon or control over the outcomes of a specific activity
Assumption of Personal Responsibility:
Recognition that one's negative behavior has a negative effect on the environment and, likewise, one's positive behavior can have potentially positive effects on the environment
Acceptance of personal responsibility for negative environmental effects or impacts, and for one's own role in helping to resolve environmental impacts and issues
Willingness to help correct negative environmental impacts, and a concomitant willingness to help resolve environmental impacts and issues
Organization of Learning Outcomes According to Taxonomies of Educational Objectives
Cognitive Domain:
Knowledge: of ecology, environmental problems and issues, and environmental action strategies
Skills for dealing with action strategies: including identification, investigation, and analysis of issues
Skills for dealing with action strategies: including selecting appropriate action strategies, creating an action plan, evaluating an action plan, and implementing an action plan.
Affective Domain:
Environmental sensitivity or appreciation: including „the characteristics that result in an individual viewing the environment from an empathetic perspective‟ (Peterson, 1982)
Attitudes: towards pollution, technology, economics, conservation, and environmental action
Values: a preference for selected means and ends; values such as a healthy environment and a peaceful world
Moral reasoning: making decisions and judgments about environmental issues according to one's own sense of morality
Ethics: involving the evaluation of a personal world view which reflects a balance between the quality of life and the quality of the environment
Responsible Environmental Behavior:
Active participation aimed at solving problems and resolving issues: environmentally sound consumer purchasing, methods for conserving resources, assisting with the enforcement of environmental regulations, using personal and interpersonal means to encourage environmentally sound practices, and encouraging environmentally sound policies and legislative initiatives
Locus of Control:
Individual's sense that he or she can manifest some influence upon or control over the outcomes of a specific activity
Assumption of Personal Responsibility:
Recognition that one's negative behavior has a negative effect on the environment and, likewise, one's positive behavior can have potentially positive effects on the environment
Acceptance of personal responsibility for negative environmental effects or impacts, and for one's own role in helping to resolve environmental impacts and issues
Willingness to help correct negative environmental impacts, and a concomitant willingness to help resolve environmental impacts and issues
Framework 4 Marcinkowski, T. (1991) The Relationship Between Environmental Literacy and Responsible Environmental Behavior in Environmental Education
Environmental Literacy Involves:
a. An awareness and sensitivity toward the environment
b. An attitude of respect for the natural environment, and of concern for the nature and magnitude of human impacts on it
c. A knowledge and understanding of how natural systems work, as well as of how social systems interface with natural systems
d. An understanding of the various environmentally-related problems and issues (local, regional, national, international, and global)
e. The skills required to analyze, synthesize, and evaluate information about environmental problems/issues using primary and secondary sources, and to evaluate a select problem/issue on the basis of evidence and personal values
f. A sense of personal investment in, responsibility for, motivation to work individually and collectively toward the resolution of environmental problems/issues
g. A knowledge of strategies available for use in remediating environmental problems/issues
h. The skills required to develop, implement and evaluate single strategies and composite plans for remediating environmental problems/ issues
i. Active involvement at all levels in working toward the resolution of environmental problems/issues
Environmental Literacy Involves:
a. An awareness and sensitivity toward the environment
b. An attitude of respect for the natural environment, and of concern for the nature and magnitude of human impacts on it
c. A knowledge and understanding of how natural systems work, as well as of how social systems interface with natural systems
d. An understanding of the various environmentally-related problems and issues (local, regional, national, international, and global)
e. The skills required to analyze, synthesize, and evaluate information about environmental problems/issues using primary and secondary sources, and to evaluate a select problem/issue on the basis of evidence and personal values
f. A sense of personal investment in, responsibility for, motivation to work individually and collectively toward the resolution of environmental problems/issues
g. A knowledge of strategies available for use in remediating environmental problems/issues
h. The skills required to develop, implement and evaluate single strategies and composite plans for remediating environmental problems/ issues
i. Active involvement at all levels in working toward the resolution of environmental problems/issues
Framework 5 Wisconsin Center for Environmental Education (1992) University of Wisconsin, Steven's Point
Cognitive Outcomes:
Knowledge of Ecological Principles
Individuals, Populations, and Communities: habitats, niches, and adaptations; food chains, food webs; population dynamics; population and community interactions
Change and Limiting Factors: change as a natural process; biotic and abiotic limits to growth, size, and distribution of populations
Energy Flow: sun as primary source, other sources and forms of energy; transfer and energy through living systems; first and second laws of energy—conservation of energy, entropy; need for a consistent source of energy by systems and individuals; photosynthesis and respiration
Biogeochemical Cycling: conservation of matter, nutrient and materials cycling; hydrologic cycle
Ecosystems and Biodiversity: importance of biodiversity; interdependence of organisms; ecosystems
Knowledge of Environmental Problems and Issues
Air Quality: ozone depletion; global warming; acid deposition; air pollution
Water Quality and Quantity: water pollution; use and management
Soil Quality and Quantity: soil depletion and pollution; use and management
Wildlife and Habitat: habitat and biodiversity loss; use and management
Energy: sustainable and non-renewable; consumption
Human Population and Health: overpopulation; environmental health hazards
Waste: solid waste; hazardous wastes
Knowledge of Environmental Issue Investigation and Action Strategies
Knowledge of Strategies Used to Investigate Environmental Problems and Issues
Knowledge of Appropriate Action Strategies for the Prevention or Resolution of Environmental Problems and Issues
Affective Outcomes:
Environmental Sensitivity/Awareness
Positive Attitudes and Values for the Prevention and Remediation of Environmental Problems and Issues Regarding: air quality; water quality and quantity; soil quality and quantity; wildlife and habitat; energy; human population and health; waste
Determinants of Environmentally Responsible Behaviour
Locus of Control
Assumption of Personal Responsibility
Environmentally Responsible Behaviours
Ecomanagement; Economic Action; Persuasion; Political Action; Legal Action
Cognitive Outcomes:
Knowledge of Ecological Principles
Individuals, Populations, and Communities: habitats, niches, and adaptations; food chains, food webs; population dynamics; population and community interactions
Change and Limiting Factors: change as a natural process; biotic and abiotic limits to growth, size, and distribution of populations
Energy Flow: sun as primary source, other sources and forms of energy; transfer and energy through living systems; first and second laws of energy—conservation of energy, entropy; need for a consistent source of energy by systems and individuals; photosynthesis and respiration
Biogeochemical Cycling: conservation of matter, nutrient and materials cycling; hydrologic cycle
Ecosystems and Biodiversity: importance of biodiversity; interdependence of organisms; ecosystems
Knowledge of Environmental Problems and Issues
Air Quality: ozone depletion; global warming; acid deposition; air pollution
Water Quality and Quantity: water pollution; use and management
Soil Quality and Quantity: soil depletion and pollution; use and management
Wildlife and Habitat: habitat and biodiversity loss; use and management
Energy: sustainable and non-renewable; consumption
Human Population and Health: overpopulation; environmental health hazards
Waste: solid waste; hazardous wastes
Knowledge of Environmental Issue Investigation and Action Strategies
Knowledge of Strategies Used to Investigate Environmental Problems and Issues
Knowledge of Appropriate Action Strategies for the Prevention or Resolution of Environmental Problems and Issues
Affective Outcomes:
Environmental Sensitivity/Awareness
Positive Attitudes and Values for the Prevention and Remediation of Environmental Problems and Issues Regarding: air quality; water quality and quantity; soil quality and quantity; wildlife and habitat; energy; human population and health; waste
Determinants of Environmentally Responsible Behaviour
Locus of Control
Assumption of Personal Responsibility
Environmentally Responsible Behaviours
Ecomanagement; Economic Action; Persuasion; Political Action; Legal Action
Framework 6 Roth, C. (1992) Environmental Literacy: Its Roots, Evolution and Directions in the 1990's
Nominal Environmental Literacy:
Knowledge Strand--Nominally environmentally literate individuals are familiar with:
- The nature of the basic components of elemental systems (e.g., living and non-living things, requirements for life)
- Types and examples of interactions between humans and nature
- Basic components of societal systems
Affective Strand--Have affective sensitivities about:
- Appreciation of both nature and society
- Elementary sensitivity and empathy for both nature and society
- Elemental perceptions of points of conflict between nature and society
Skill Strand--Have skills of:
- Identifying and defining problems
- Recognizing issues surrounding identified problems or proposed solutions (e.g. latent and visible conflicts)
Behaviour Strand--Demonstrate:
- Familial, school and organization activities and habits aimed at maintenance of environmental quality
- Responding and coping behaviors
Functional Environmental Literacy Knowledge Strand--The functional environmentally literate citizen, in addition to the knowledge of the nominally literate, has knowledge of and understanding of a number of ecological, economic, geographic, religious, educational and political processes and understanding of the effects/impacts of humans on natural systems, including (abbreviated listing):
- Population dynamics
- Interactions
- Interdependence
- Thinking in terms of time frames or scales
Skill Strand--The functionally environmentally literate demonstrate basic skills in analyzing problems and issues and conducting investigations of problems and issues using primary and secondary resource/ strategies such as (abbreviated listing):
- Identifying environmental issues
- Seeking historical background of issues
- Investigating environmental issues
- Evaluating sources of information
- Analyzing environmental issues from various perspectives
- Applying ecological concepts to predicting probable ecological consequences
- Identifying alternative solutions and value perspectives
- Evaluating alternative solutions
- Conducting basic risk analysis
- Identifying and clarifying his/her value positions
- Examining issues from local, national, regional, and international points of view
- Thinking in terms of systems
- Demonstrating ability to forecast, to think ahead, plan
Affect Strand--The functionally environmentally literate demonstrate such basic affects, attitudes and values as:
- Identification with, and feelings of concern for, both society and the environment
- Willingness to recognize and choose among differing value perspectives associated with problems and issues
- Internal locus of control
- Treating public and private property with equal respect
- Sense of stewardship
Behavior Strand--The functionally environmentally literate moves to action through selected lifestyle activities/behaviors and community/organizational behaviors demonstrated by:
- Taking action positions and actions based on best available knowledge
- Taking individual and/or group action through: persuasion, consumerism, political action, legal action, ecomanagement
Operational Environmental Literacy
Skill Strand--Skills involved with evaluating problems and issues on the basis of available evidence (facts) and personal values and skills used in planning, implementing, and evaluating solutions, including using the process skills of scientific inquiry:
- Using ability to forecast, to think ahead, plan
- Using ability to separate number, quantity, quality, and value
- Imagining
- Connecting
- Valuing and value analysis
- Using primary and secondary sources of information
- Using ability to separate fact from opinion determining the roles played by differing human beliefs and values in environmental issues
Affect Strand--Affects, attitudes and values, that indicate a valuation of both nature and society, a sense of investment in and responsibility for the resolution of problems and issues along with a respect for both nature and society and a willingness to participate in, and show a sense of efficacy toward the resolution of problems and issues including (abbreviated listing):
- Awareness of and sensitivity to the total environment and its allied programs
- Motivation to actively participate in environmental improvement and protection
- Taking into account historical perspectives while focusing on current and potential environmental situations
- Strong internal locus of control
- Personal responsibility: recognition of impacts of personal behavior; acceptance of personal responsibility for the impacts; willingness to help correct or avoid negative impacts
Behavior Strand--Actions that demonstrate leadership in working toward the resolution of problems and issues including:
- Evaluating actions with respect to their impact on quality of life and environment
- Providing verbal commitments
- Working to maintain biological and social diversity
- Continually examining and reexamining the values of the culture
- Making decisions based on beneficence, justice, stewardship, prudence, cooperation, and compassion
Nominal Environmental Literacy:
Knowledge Strand--Nominally environmentally literate individuals are familiar with:
- The nature of the basic components of elemental systems (e.g., living and non-living things, requirements for life)
- Types and examples of interactions between humans and nature
- Basic components of societal systems
Affective Strand--Have affective sensitivities about:
- Appreciation of both nature and society
- Elementary sensitivity and empathy for both nature and society
- Elemental perceptions of points of conflict between nature and society
Skill Strand--Have skills of:
- Identifying and defining problems
- Recognizing issues surrounding identified problems or proposed solutions (e.g. latent and visible conflicts)
Behaviour Strand--Demonstrate:
- Familial, school and organization activities and habits aimed at maintenance of environmental quality
- Responding and coping behaviors
Functional Environmental Literacy Knowledge Strand--The functional environmentally literate citizen, in addition to the knowledge of the nominally literate, has knowledge of and understanding of a number of ecological, economic, geographic, religious, educational and political processes and understanding of the effects/impacts of humans on natural systems, including (abbreviated listing):
- Population dynamics
- Interactions
- Interdependence
- Thinking in terms of time frames or scales
Skill Strand--The functionally environmentally literate demonstrate basic skills in analyzing problems and issues and conducting investigations of problems and issues using primary and secondary resource/ strategies such as (abbreviated listing):
- Identifying environmental issues
- Seeking historical background of issues
- Investigating environmental issues
- Evaluating sources of information
- Analyzing environmental issues from various perspectives
- Applying ecological concepts to predicting probable ecological consequences
- Identifying alternative solutions and value perspectives
- Evaluating alternative solutions
- Conducting basic risk analysis
- Identifying and clarifying his/her value positions
- Examining issues from local, national, regional, and international points of view
- Thinking in terms of systems
- Demonstrating ability to forecast, to think ahead, plan
Affect Strand--The functionally environmentally literate demonstrate such basic affects, attitudes and values as:
- Identification with, and feelings of concern for, both society and the environment
- Willingness to recognize and choose among differing value perspectives associated with problems and issues
- Internal locus of control
- Treating public and private property with equal respect
- Sense of stewardship
Behavior Strand--The functionally environmentally literate moves to action through selected lifestyle activities/behaviors and community/organizational behaviors demonstrated by:
- Taking action positions and actions based on best available knowledge
- Taking individual and/or group action through: persuasion, consumerism, political action, legal action, ecomanagement
Operational Environmental Literacy
Skill Strand--Skills involved with evaluating problems and issues on the basis of available evidence (facts) and personal values and skills used in planning, implementing, and evaluating solutions, including using the process skills of scientific inquiry:
- Using ability to forecast, to think ahead, plan
- Using ability to separate number, quantity, quality, and value
- Imagining
- Connecting
- Valuing and value analysis
- Using primary and secondary sources of information
- Using ability to separate fact from opinion determining the roles played by differing human beliefs and values in environmental issues
Affect Strand--Affects, attitudes and values, that indicate a valuation of both nature and society, a sense of investment in and responsibility for the resolution of problems and issues along with a respect for both nature and society and a willingness to participate in, and show a sense of efficacy toward the resolution of problems and issues including (abbreviated listing):
- Awareness of and sensitivity to the total environment and its allied programs
- Motivation to actively participate in environmental improvement and protection
- Taking into account historical perspectives while focusing on current and potential environmental situations
- Strong internal locus of control
- Personal responsibility: recognition of impacts of personal behavior; acceptance of personal responsibility for the impacts; willingness to help correct or avoid negative impacts
Behavior Strand--Actions that demonstrate leadership in working toward the resolution of problems and issues including:
- Evaluating actions with respect to their impact on quality of life and environment
- Providing verbal commitments
- Working to maintain biological and social diversity
- Continually examining and reexamining the values of the culture
- Making decisions based on beneficence, justice, stewardship, prudence, cooperation, and compassion
Framework 7 Environmental Education Literacy Consortium (Hungerford, H.; Volk, T.; Wilke, R.; Champeau, R.; Marcinkowski, T.; May, T.; Bluhm, B.; and McKeown-Ice, R.) (1994)
Environmental Literacy Framework Cognitive Dimensions (Knowledge and Skills)
A. Knowledge of ecological and socio-political foundations
B. Knowledge of and ability to identify, analyze, investigate and evaluate environmental problems and issues
C. Knowledge of and ability to apply environmental action strategies seeking to influence outcomes of environmental problems and issues
D. Ability to develop and evaluate an appropriate action plan for the resolution of environmental problems or issues
Affective Dimensions
A. Recognition of the importance of environmental quality and the existence of environmental problems and issues
B. Empathic, appreciative and caring attitudes toward the environment
C. Willingness to work toward the prevention and/or remediation of environmental problems and issues
Additional Determinants of Environmentally Responsible Behavior
A. Belief in their ability, both individually and collectively, to influence outcomes of environmental problems and issues
B. Assumption of responsibility for personal actions that influence the environment
Personal and/or Group Involvement in Environmentally Responsible Behaviors
A. Ecomanagement—e.g. actions such as using a more energy efficient form of transportation, reducing consumption of energy or water, improving wildlife habitat, recycling, etc.
B. Economic/consumer action—e.g., purchasing products in returnable/reusable containers, avoiding purchase of excess packaging, avoiding items with toxic byproducts, providing financial support to an environmental organization, boycotting products considered to be damaging to the environment, etc.
C. Persuasion—e.g., using informal discussion to encourage another to support a positive environmental position or action, distributing "pro-environment" literature, signing a petition, encouraging another individual or group to stop some kind of destructive behavior, writing a letter to a person/group/company to stop an action that has negative environmental consequences, giving a speech, etc.
D. Political action—e.g., writing letters or speaking directly to elected officials on behalf of an environmental issue, supporting by time or finances a candidate or lobbying group based upon an environmental issue, running for or serving in an official capacity with the intent of supporting proenvironmental positions or actions, etc.
E. Legal action—e.g. reporting violations in pollution/ littering, fishing, trapping or hunting laws or plant or animal collecting to the authorities, working with authorities to patrol areas for enforcing environmental laws, providing information or testimony at a legal hearing or participating in a lawsuit against a person/ group who has violated a law aimed at protecting the environment, etc.
Environmental Literacy Framework Cognitive Dimensions (Knowledge and Skills)
A. Knowledge of ecological and socio-political foundations
B. Knowledge of and ability to identify, analyze, investigate and evaluate environmental problems and issues
C. Knowledge of and ability to apply environmental action strategies seeking to influence outcomes of environmental problems and issues
D. Ability to develop and evaluate an appropriate action plan for the resolution of environmental problems or issues
Affective Dimensions
A. Recognition of the importance of environmental quality and the existence of environmental problems and issues
B. Empathic, appreciative and caring attitudes toward the environment
C. Willingness to work toward the prevention and/or remediation of environmental problems and issues
Additional Determinants of Environmentally Responsible Behavior
A. Belief in their ability, both individually and collectively, to influence outcomes of environmental problems and issues
B. Assumption of responsibility for personal actions that influence the environment
Personal and/or Group Involvement in Environmentally Responsible Behaviors
A. Ecomanagement—e.g. actions such as using a more energy efficient form of transportation, reducing consumption of energy or water, improving wildlife habitat, recycling, etc.
B. Economic/consumer action—e.g., purchasing products in returnable/reusable containers, avoiding purchase of excess packaging, avoiding items with toxic byproducts, providing financial support to an environmental organization, boycotting products considered to be damaging to the environment, etc.
C. Persuasion—e.g., using informal discussion to encourage another to support a positive environmental position or action, distributing "pro-environment" literature, signing a petition, encouraging another individual or group to stop some kind of destructive behavior, writing a letter to a person/group/company to stop an action that has negative environmental consequences, giving a speech, etc.
D. Political action—e.g., writing letters or speaking directly to elected officials on behalf of an environmental issue, supporting by time or finances a candidate or lobbying group based upon an environmental issue, running for or serving in an official capacity with the intent of supporting proenvironmental positions or actions, etc.
E. Legal action—e.g. reporting violations in pollution/ littering, fishing, trapping or hunting laws or plant or animal collecting to the authorities, working with authorities to patrol areas for enforcing environmental laws, providing information or testimony at a legal hearing or participating in a lawsuit against a person/ group who has violated a law aimed at protecting the environment, etc.
Framework 8 Learning for a Sustainable Future, Developing a Cooperative Framework for Sustainable Development Education (1994)
Education for a Sustainable Future: The Knowledge, Skills and Values Needed Knowledge Needed:
1. The planet earth as a finite system and the elements that constitute the planetary environment
2. The resources of the earth, particularly soil, water, minerals, etc., their distribution and their role in supporting living organisms
3. The nature of ecosystems and biomes, their health and their interdependence within the biosphere
4. The dependence of humans on the environmental resources for life and sustenance
5. The sustainable relationship of native societies to the environment
6. The implications of resource distribution in determining the nature of societies and the rate and character of economic development
7. Characteristics of the development of human societies including nomadic, hunter-gatherer, agricultural, industrial and post-industrial, and the impact of each on the natural environment
8. The role of science and technology in the development of societies and the impact of these technologies on the environment
9. Philosophies and patterns of economic activity and their different impacts on the environment, societies and cultures
10. The process of urbanization and the implications of de-ruralization
11. The interconnectedness of present world political, economic, environmental and social issues
12. Aspects of differing perspectives and philosophies concerning the ecological and human environments
13. Cooperative international and national efforts to find solutions to common global issues, and to implement strategies for a more sustainable future
14. The implications for the global community of the political, economic and socio-cultural changes needed for a more sustainable future
15. Processes of planning, policy-making and action for sustainability by governments, businesses, non-governmental organizations and the general public
Skills Needed:
1. Frame appropriate questions to guide relevant study and research
2. Define such fundamental concepts as environment, community, development and technology, and apply definitions to local, national and global experience
3. Use of range of resources and technologies in addressing questions
4. Assess the nature of bias and evaluate different points of view
5. Develop hypotheses based on balanced information, crucial analysis and careful synthesis, and test them against new information and personal experience and beliefs
6. Communicate information and viewpoints effectively
7. Work towards negotiated consensus and cooperative resolution of conflicts
8. Develop cooperative strategies for appropriate action to change present relationships between ecological preservation and economic development
Values Needed:
1. An appreciation of the resilience, fragility and beauty of nature and the interdependence and equal importance of all life forms
2. An appreciation of the dependence of human life on the resources of a finite planet
3. An appreciation of the role of human ingenuity and individual creativity in ensuring survival and the search for appropriate and sustainable progress
4. An appreciation of the power of human beings to modify the environment
5. A sense of self-worth and rootedness in one's own culture and community
6. A respect for other cultures and a recognition of the interdependence of the human community
7. A global perspective and loyalty to the world community
8. A concern for disparities and injustices, a commitment to human rights, and to the peaceful resolution of conflict
9. An appreciation of the challenges faced by the human community in defining the processes needed for sustainability and in implementing the changes needed
10. A sense of balance in deciding among conflicting priorities
11. Personal acceptance of a sustainable lifestyle and a commitment to participation in change
12. A realistic appreciation of the urgency of challenges facing the global community and the complexities that demand long-term planning for building a sustainable future
13. A sense of hope and a positive personal and social perspective on the future
14. An appreciation of the importance and worth of individual responsibility and action
Education for a Sustainable Future: The Knowledge, Skills and Values Needed Knowledge Needed:
1. The planet earth as a finite system and the elements that constitute the planetary environment
2. The resources of the earth, particularly soil, water, minerals, etc., their distribution and their role in supporting living organisms
3. The nature of ecosystems and biomes, their health and their interdependence within the biosphere
4. The dependence of humans on the environmental resources for life and sustenance
5. The sustainable relationship of native societies to the environment
6. The implications of resource distribution in determining the nature of societies and the rate and character of economic development
7. Characteristics of the development of human societies including nomadic, hunter-gatherer, agricultural, industrial and post-industrial, and the impact of each on the natural environment
8. The role of science and technology in the development of societies and the impact of these technologies on the environment
9. Philosophies and patterns of economic activity and their different impacts on the environment, societies and cultures
10. The process of urbanization and the implications of de-ruralization
11. The interconnectedness of present world political, economic, environmental and social issues
12. Aspects of differing perspectives and philosophies concerning the ecological and human environments
13. Cooperative international and national efforts to find solutions to common global issues, and to implement strategies for a more sustainable future
14. The implications for the global community of the political, economic and socio-cultural changes needed for a more sustainable future
15. Processes of planning, policy-making and action for sustainability by governments, businesses, non-governmental organizations and the general public
Skills Needed:
1. Frame appropriate questions to guide relevant study and research
2. Define such fundamental concepts as environment, community, development and technology, and apply definitions to local, national and global experience
3. Use of range of resources and technologies in addressing questions
4. Assess the nature of bias and evaluate different points of view
5. Develop hypotheses based on balanced information, crucial analysis and careful synthesis, and test them against new information and personal experience and beliefs
6. Communicate information and viewpoints effectively
7. Work towards negotiated consensus and cooperative resolution of conflicts
8. Develop cooperative strategies for appropriate action to change present relationships between ecological preservation and economic development
Values Needed:
1. An appreciation of the resilience, fragility and beauty of nature and the interdependence and equal importance of all life forms
2. An appreciation of the dependence of human life on the resources of a finite planet
3. An appreciation of the role of human ingenuity and individual creativity in ensuring survival and the search for appropriate and sustainable progress
4. An appreciation of the power of human beings to modify the environment
5. A sense of self-worth and rootedness in one's own culture and community
6. A respect for other cultures and a recognition of the interdependence of the human community
7. A global perspective and loyalty to the world community
8. A concern for disparities and injustices, a commitment to human rights, and to the peaceful resolution of conflict
9. An appreciation of the challenges faced by the human community in defining the processes needed for sustainability and in implementing the changes needed
10. A sense of balance in deciding among conflicting priorities
11. Personal acceptance of a sustainable lifestyle and a commitment to participation in change
12. A realistic appreciation of the urgency of challenges facing the global community and the complexities that demand long-term planning for building a sustainable future
13. A sense of hope and a positive personal and social perspective on the future
14. An appreciation of the importance and worth of individual responsibility and action
Article from EXCELLENCE IN ENVIRONMENTAL EDUCATION: GUIDELINES FOR LEARNING (K–12) by the North American Association for Environmental Education (NAAEE)