EED2601|EED 2601 ASSIGNMENT 2 UNISA

EED2601|EED 2601 ASSIGNMENT 2 UNISA 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, air and land pollution; health hazards; climate change. 1 This study source was downloaded by from CourseH on :39:50 GMT -05:00 3. NGO Principles Environmental topic: Pollution (land , soil , water and noise) NGO principle Application of the principle to the topic Education is the right for all; we are all learners and educators. Every individual should have knowledge about the environment and its problems and everyone must know how to keep the environment clean and healthy, free from pollution Environmental education is both individual and collective. It aims to develop local and global citizenship with respect for self-determination and the sovereignty of nations I will arrange a trip to a communal organisation (Department of Agriculture, Land Reform and Rural Development) for an interview about proper waste/littering management practices they use. I will divide the learners in 5 groups Environmental education should empower all peoples and promote opportunities for grassroots democratic change and participation. This means that communities must regain control of their own destiny I will include my learners in a community project such as a recycling project to increase the capacity of the community to empower them to make a change in their community Environmental education must be designed to enable people to manage conflicts in just and humane My class did a recycling project in the school where every learner had the opportunity to freely share their ideas/opinions about the recycling project. They used 5 bins and paint each bin according to the universal colours of recycling with the follow posters above each bin: Organic is Green, Glass is Yellow, Paper is White, Metal is Grey, Plastic is Blue and Hazard is Red. This school project helps the learners to implement this at home and in their community, they just used smaller bins at home, guesthouses, church etc. They all participate in order to keep the environment clean and healthy in a just and humane way. This helps the people to manage littering to avoid conflicts Environmental education must integrate knowledge, skills, values, attitudes and actions. It should convert every opportunity into an educational experience for sustainable societies The learners must be able to have the necessary knowledge about the environmental and its problems, skills to think about solutions to these problems and make decisions to solve the problem 2 This study source was downloaded by from CourseH on :39:50 GMT -05:00 4. Education for sustainable development 4.1. Sustainable development it is the meeting the needs of our current generation without depleting the resources needed for future generations. 4.2. Three dimensions sustainability • Environment • Economy • Social 4.3. Two ecological indicators of sustainability • Renewable energy sources • Consumption and generation of waste are minimised. 4.4. Two social indicators of sustainability • There are skills and talent within the community to serve the greater good. • There are adequate opportunities for communication within the community ....continued*