A NEW EDUCATION FOR OUR CHILDREN
Byron Dixon – Earthhuddle.com
I’m not sure what it’s like in your country of origin, but here in Australia, I’m deeply concerned about the lack of environmental education being taught in our schools. As a father, an individual, a community member and a concerned global citizen, I think it’s extremely important for our education to be responsible and relevant in the 21st century.
Just like generations before us, values, principles, behaviour, goals and priorities will change as a way of life, it has to, and our education needs to not only follow, but where possible, lead these changes. The problem is not related to questioning whether environmental education is essential, but which kind of environmental education is important, in order to incite a change of values and behaviors. No doubt, if you’re a regular on Earthhuddle.com, you too are concerned about the social, economic and environmental changes currently sweeping our planet and the urgent action needed for change.
When I was attending school about twenty five years ago, I was questioning the content, the relevance, and adaptation of my education. Today, as a wiser individual in an ever changing world, my questions and concerns back then have been justified today. It is my opinion that the current ‘curriculum’ has changed little in this time despite the massive changes witnessed in so many other areas. Twenty five years later and a hugely different world, with a whole set of new values, challenges and opportunities, it’s definitely time for a change in education. It’s time to properly introduce environmental education to our children.
The goal of environmental education should be to create a world population that is aware of, and concerned about, the environment and human impacts on the environment. We must gain the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones. Environmental education is also about bridging social borders. It is an essential endeavor for the re-evaluation of contemporary society, thereby helping us in the transition to a sustainable society.
Environmental education is, in most cases, a non-mandatory component of schools and, as a result, struggles for acceptance in mainstream formal and teacher education. ‘Alternative’ schooling such as Steiner and Montessori could be considered a slight exception. Because environmental education is multi-disciplinary, it is hard for teachers to work it into their narrowly defined lesson plans. The framework for environmental education is in some ways radical, ambitious and transformative.
Environmental education however, is the foundation for creating the green workforce of the new economy. It is for people of all cultures, including those for whom English is not the native language. It should not be restricted to in-class lesson plans for it is often taught or enhanced through outdoor experiences. Environmental education is also good for student academic performance, and hands-on environmental education connects children with nature. Experience in environmental education is an asset and should be strongly encouraged.
The true goal of any environmental education is not only to raise children with a healthy respect for the environment, but to create a generation of leaders who will find new ways to live in an environmentally and socially responsible manner.
Tags: Environmental Education Children
