MNO3701
Assignment 1 Semester 1 2025
Unique #:
Due Date: April 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1
The IUCN (International Union for Conservation of Nature and Natural
Resources) defines environmental education as:
“The process of recognising values and clarifying concepts in order to develop
skills and attitudes necessary to understand and appreciate the interrelatedness
among man, his culture and his biophysical surroundings. Environmental
education also entails practice in decision-making and self-formulation of a code
of behaviour about issues concerning environmental quality.”
This definition emphasises not only the acquisition of knowledge but also the
development of positive attitudes, values and practical decision-making skills to
address environmental issues.
1.2
The evolution from nature studies to environmental education occurred through
several significant stages. Initially, in the late 19th and early 20th centuries, there
was a strong focus on nature studies, where learners were encouraged to
explore, appreciate, and experience the natural environment through outdoor
education. This was followed by conservation education, which emerged in
response to increasing concerns about biodiversity loss and the degradation of
ecosystems. Conservation education centred on protecting flora and fauna,
especially through the establishment of wildlife reserves and parks.
However, as industrialisation progressed and negative human impacts on the
environment intensified, a broader awareness developed that environmental
problems were deeply interconnected with social, political, and economic
systems. This led to the emergence of environmental education in the mid-20th
century as a response to global environmental crises. Environmental education
went beyond just understanding nature and conservation—it aimed to address
Varsity Cube 2025 +27 81 278 3372
, human–environment interactions, emphasising sustainability, behaviour change,
and critical thinking about real-world environmental problems.
1.3
The holistic environment refers to the totality of our lived environment, which
includes not only the natural or biophysical components like air, water, land, and
living organisms, but also the human-constructed and socio-cultural elements.
According to the study guide, the holistic environment comprises the following
four interrelated components:
1. Human – including constructed, social, cultural, economic, and political
environments.
2. Natural – referring to the biophysical environment, such as ecosystems
and natural resources.
3. Spatial – indicating the geographical or locational context of the
environment.
4. Temporal – referring to the time-span or historical dimension of
environmental change and continuity.
This model acknowledges that people are not separate from the environment but
are active participants in shaping and being shaped by it.
1.4
Four key interrelated components of environmental education include:
1. Cognitive Component: This relates to building environmental knowledge
and understanding. Learners are taught ecological principles,
environmental issues, and the interdependence of systems, helping them
become more environmentally literate.
2. Affective Component: This involves shaping learners’ attitudes, values,
and emotional connections to the environment. Affective learning helps
develop care, concern, and responsibility toward nature and sustainability.
Varsity Cube 2025 +27 81 278 3372
Assignment 1 Semester 1 2025
Unique #:
Due Date: April 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1
The IUCN (International Union for Conservation of Nature and Natural
Resources) defines environmental education as:
“The process of recognising values and clarifying concepts in order to develop
skills and attitudes necessary to understand and appreciate the interrelatedness
among man, his culture and his biophysical surroundings. Environmental
education also entails practice in decision-making and self-formulation of a code
of behaviour about issues concerning environmental quality.”
This definition emphasises not only the acquisition of knowledge but also the
development of positive attitudes, values and practical decision-making skills to
address environmental issues.
1.2
The evolution from nature studies to environmental education occurred through
several significant stages. Initially, in the late 19th and early 20th centuries, there
was a strong focus on nature studies, where learners were encouraged to
explore, appreciate, and experience the natural environment through outdoor
education. This was followed by conservation education, which emerged in
response to increasing concerns about biodiversity loss and the degradation of
ecosystems. Conservation education centred on protecting flora and fauna,
especially through the establishment of wildlife reserves and parks.
However, as industrialisation progressed and negative human impacts on the
environment intensified, a broader awareness developed that environmental
problems were deeply interconnected with social, political, and economic
systems. This led to the emergence of environmental education in the mid-20th
century as a response to global environmental crises. Environmental education
went beyond just understanding nature and conservation—it aimed to address
Varsity Cube 2025 +27 81 278 3372
, human–environment interactions, emphasising sustainability, behaviour change,
and critical thinking about real-world environmental problems.
1.3
The holistic environment refers to the totality of our lived environment, which
includes not only the natural or biophysical components like air, water, land, and
living organisms, but also the human-constructed and socio-cultural elements.
According to the study guide, the holistic environment comprises the following
four interrelated components:
1. Human – including constructed, social, cultural, economic, and political
environments.
2. Natural – referring to the biophysical environment, such as ecosystems
and natural resources.
3. Spatial – indicating the geographical or locational context of the
environment.
4. Temporal – referring to the time-span or historical dimension of
environmental change and continuity.
This model acknowledges that people are not separate from the environment but
are active participants in shaping and being shaped by it.
1.4
Four key interrelated components of environmental education include:
1. Cognitive Component: This relates to building environmental knowledge
and understanding. Learners are taught ecological principles,
environmental issues, and the interdependence of systems, helping them
become more environmentally literate.
2. Affective Component: This involves shaping learners’ attitudes, values,
and emotional connections to the environment. Affective learning helps
develop care, concern, and responsibility toward nature and sustainability.
Varsity Cube 2025 +27 81 278 3372
