EED2601 Assignment 1 2025
Unique Number:
Due Date: 23 April 2025
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.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +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 human–environment
, For additional support +27 81 278 3372
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.
Unique Number:
Due Date: 23 April 2025
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.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +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 human–environment
, For additional support +27 81 278 3372
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.
