EDD2601
EXAM
PACK
2023
,JUANTELLE ANANDI BLAAUW
60350520 – EED2601 ASSIGNMENT 2
INDEX
Question 1 Pg. 3
-4
Question 2 Pg. 5
-6
Question 3 Pg. 7
-8
Question 4 Pg. 9
- 10
Question 5
Pg.11 - 12
Question 6
Pg.13 - 14
Question 7
Pg.15 - 16
Question 8
Pg.17 - 18
Bibliography
Pg.19
Declaration form
Pg.19
2|Page
,JUANTELLE ANANDI BLAAUW
60350520 – EED2601 ASSIGNMENT 2
QUESTION 1
The IUCN defines environmental education as follows:
Environmental education is a process during which
values are discovered and concepts are explained in
order 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.
[5]
The above definition has a behavioural emphasis because it is
based on individuals taking action and addressing issues rather
than just determining what environmental education should be.
The behavioural definition mentioned above can also be
considered as a behavioural, because it emphasizes the
scientific study of observable behavioural reactions and the
factors that influence them. This definition's main goal is to
3|Page
, JUANTELLE ANANDI BLAAUW
60350520 – EED2601 ASSIGNMENT 2
take action by identifying environmental problems, educating
people about these problems, developing a process to
eradicate and end these problems, and developing a process to
continue to teach people and learners about these problems in
order to prevent them in the future. Environmental education
seeks to teach the abilities and attitudes required to
comprehend the interconnections between man, culture, and
the biophysical environment. In other words, it is the study of
the relationship between our brains and our behaviour, and if
we do not intend to act and modify our human behaviour
toward the environment, these issues will continue to exist.
1.2 Identify two (2) Tbilisi Principles that relate to this
definition and explain how they can be used to promote
behavioural change. [10]
Tbilisi Principles of Environmental Education that can be used to
promote behavioural change is:
1. “Consider the environment in its totality—natural and
built, technological and social (economic, political,
cultural-historical, ethical, and aesthetic)” Once one
realizes the importance of considering the environment as a
whole, one will be more thoughtful while implementing
environmental changes. Man will get a greater understanding
of the relationship between culture and the biophysical
environment. Man will now recognize the need of protecting the
environment and preserving it for future generations.
2. “Enable learners to have a role in planning their
learning experiences and provide an opportunity for
making decisions and accepting their consequences” –
This generation's students are solely familiar with the current
4|Page
EXAM
PACK
2023
,JUANTELLE ANANDI BLAAUW
60350520 – EED2601 ASSIGNMENT 2
INDEX
Question 1 Pg. 3
-4
Question 2 Pg. 5
-6
Question 3 Pg. 7
-8
Question 4 Pg. 9
- 10
Question 5
Pg.11 - 12
Question 6
Pg.13 - 14
Question 7
Pg.15 - 16
Question 8
Pg.17 - 18
Bibliography
Pg.19
Declaration form
Pg.19
2|Page
,JUANTELLE ANANDI BLAAUW
60350520 – EED2601 ASSIGNMENT 2
QUESTION 1
The IUCN defines environmental education as follows:
Environmental education is a process during which
values are discovered and concepts are explained in
order 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.
[5]
The above definition has a behavioural emphasis because it is
based on individuals taking action and addressing issues rather
than just determining what environmental education should be.
The behavioural definition mentioned above can also be
considered as a behavioural, because it emphasizes the
scientific study of observable behavioural reactions and the
factors that influence them. This definition's main goal is to
3|Page
, JUANTELLE ANANDI BLAAUW
60350520 – EED2601 ASSIGNMENT 2
take action by identifying environmental problems, educating
people about these problems, developing a process to
eradicate and end these problems, and developing a process to
continue to teach people and learners about these problems in
order to prevent them in the future. Environmental education
seeks to teach the abilities and attitudes required to
comprehend the interconnections between man, culture, and
the biophysical environment. In other words, it is the study of
the relationship between our brains and our behaviour, and if
we do not intend to act and modify our human behaviour
toward the environment, these issues will continue to exist.
1.2 Identify two (2) Tbilisi Principles that relate to this
definition and explain how they can be used to promote
behavioural change. [10]
Tbilisi Principles of Environmental Education that can be used to
promote behavioural change is:
1. “Consider the environment in its totality—natural and
built, technological and social (economic, political,
cultural-historical, ethical, and aesthetic)” Once one
realizes the importance of considering the environment as a
whole, one will be more thoughtful while implementing
environmental changes. Man will get a greater understanding
of the relationship between culture and the biophysical
environment. Man will now recognize the need of protecting the
environment and preserving it for future generations.
2. “Enable learners to have a role in planning their
learning experiences and provide an opportunity for
making decisions and accepting their consequences” –
This generation's students are solely familiar with the current
4|Page
