Biancha Van Wyk
Student number: 61841625
Assignment 2
Unique number: 308798
Due date: 31 July 2021
Module: Environmental Education
Biancha Van Wyk
Student nr: 61841625
1. The IUCN defines environmental education as follows: Environmental education is
a process during which values are discovered and concepts are explained 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.
It must be inter-, trans-, and multi- disciplinary: it should be taught across all
subject disciplines
It should be multi-level: it should be taught at all grades levels from
preschool through high school and beyond
It must be taught across all sectors of society: environmental education
involves formal, informal, and non- formal education processes.
It should include global views it involves the development of a holistic global
environmental ethic.
It should include environmental concept: such as biodiversity limiting factors,
carrying capacity and sustainability.
It involves process development
It involves values clarification involves the exploration of personal
assumptions
Problem- solving heling learners to develop relevant thinking
It should employ hands- on experiences and activities requires real- life
situations where learning is acquired through exploring
It is environmental issue orientated: it entails the use of local environmental
issues, case studies, role lay, games which provides opportunities to engage
in.
1.2 Identify two (2) Tbilisi Principles that relate to this definition and explain how
they can be used to promote behavioural change.
Enable learners to have a role in planning their learning experience and
provide an opportunity form making decisions and accepting their
consequences
The Tbilisi principles promotes behavioural change in the environment
by allowing learners to learn from their level of experiences.
, Biancha Van Wyk
Student number: 61841625
Consider the environment in its total natural and built technological and
social (economics, political, cultural, history, ethical, esthetical)
This Tbilisi principles promotes behavioural change through
environment. Example: in economic, when it comes to money people
are not rational creatures, behavioural economics uses substitute prods
to shift our bad habits. The political promote behavioural changes in
changing peoples loves by providing jobs to those who are in need.
2) Define the Anthropocene [5] and discuss five key global environmental
issues and challenges that have emerged in this era.
The Anthropocene defines an era in which humankind has become a
geological force. It is the Age of Humans, with impacts of global proportions.
Since the beginning of the 17th century humankind has altered the earth
systems at geologic scale. The key drivers are human population growth,
economic growth, war pollution and environmental degradation. The effects
of the Anthropocene include such global environmental crisis as biodiversity
loss introduction and spread of alien invasive species and species
extinctions; environmental degradation, deforestation, and desertification;
water, air, and land pollution; health hazards; climate change.
Biodiversity: Many species are disappearing because of loss of habitat,
pollution of soil, water and air, industrial agriculture plus forestry, alien
species, wildlife trade, poaching and hunting. All living things depend on
each other
Waste littering and recycling: we live in a throw away society. More then
90% of all rubbish is disposed on land. Only 30% of waste is recycled.
Green house effect plus global warming: carbon dioxide, methane, CFCs.
Ozone and nitrous oxide all contribute. It is unknown exactly how the
greenhouse effect could change our lives because it is difficult to do a
conclusive study.
Depletion of natural resources: the natural resources has been deleted
through exploitation, water weeds, poor soil management, dumping of wate
water. These problems can be solved by harvesting the weeds for food,
tapping into new sources of energy such as natural gas and solar.
Desertification: land degradation that is caused by draught., over cropping,
deforestation, and incorrect irrigation methods. Soil erosion is also a big
problem. About 25% of the fertility of Southern Africa’s soil has been lost
Student number: 61841625
Assignment 2
Unique number: 308798
Due date: 31 July 2021
Module: Environmental Education
Biancha Van Wyk
Student nr: 61841625
1. The IUCN defines environmental education as follows: Environmental education is
a process during which values are discovered and concepts are explained 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.
It must be inter-, trans-, and multi- disciplinary: it should be taught across all
subject disciplines
It should be multi-level: it should be taught at all grades levels from
preschool through high school and beyond
It must be taught across all sectors of society: environmental education
involves formal, informal, and non- formal education processes.
It should include global views it involves the development of a holistic global
environmental ethic.
It should include environmental concept: such as biodiversity limiting factors,
carrying capacity and sustainability.
It involves process development
It involves values clarification involves the exploration of personal
assumptions
Problem- solving heling learners to develop relevant thinking
It should employ hands- on experiences and activities requires real- life
situations where learning is acquired through exploring
It is environmental issue orientated: it entails the use of local environmental
issues, case studies, role lay, games which provides opportunities to engage
in.
1.2 Identify two (2) Tbilisi Principles that relate to this definition and explain how
they can be used to promote behavioural change.
Enable learners to have a role in planning their learning experience and
provide an opportunity form making decisions and accepting their
consequences
The Tbilisi principles promotes behavioural change in the environment
by allowing learners to learn from their level of experiences.
, Biancha Van Wyk
Student number: 61841625
Consider the environment in its total natural and built technological and
social (economics, political, cultural, history, ethical, esthetical)
This Tbilisi principles promotes behavioural change through
environment. Example: in economic, when it comes to money people
are not rational creatures, behavioural economics uses substitute prods
to shift our bad habits. The political promote behavioural changes in
changing peoples loves by providing jobs to those who are in need.
2) Define the Anthropocene [5] and discuss five key global environmental
issues and challenges that have emerged in this era.
The Anthropocene defines an era in which humankind has become a
geological force. It is the Age of Humans, with impacts of global proportions.
Since the beginning of the 17th century humankind has altered the earth
systems at geologic scale. The key drivers are human population growth,
economic growth, war pollution and environmental degradation. The effects
of the Anthropocene include such global environmental crisis as biodiversity
loss introduction and spread of alien invasive species and species
extinctions; environmental degradation, deforestation, and desertification;
water, air, and land pollution; health hazards; climate change.
Biodiversity: Many species are disappearing because of loss of habitat,
pollution of soil, water and air, industrial agriculture plus forestry, alien
species, wildlife trade, poaching and hunting. All living things depend on
each other
Waste littering and recycling: we live in a throw away society. More then
90% of all rubbish is disposed on land. Only 30% of waste is recycled.
Green house effect plus global warming: carbon dioxide, methane, CFCs.
Ozone and nitrous oxide all contribute. It is unknown exactly how the
greenhouse effect could change our lives because it is difficult to do a
conclusive study.
Depletion of natural resources: the natural resources has been deleted
through exploitation, water weeds, poor soil management, dumping of wate
water. These problems can be solved by harvesting the weeds for food,
tapping into new sources of energy such as natural gas and solar.
Desertification: land degradation that is caused by draught., over cropping,
deforestation, and incorrect irrigation methods. Soil erosion is also a big
problem. About 25% of the fertility of Southern Africa’s soil has been lost
