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Fundamentals of EE
Colorado EE Master Plan 2005
What is Environmental Education?
The specific meaning and scope of EE has been the topic of discussion and debate since the early 1970's, when the field was relatively new. A spectrum of viewpoints has been expressed - ranging from advocating that "all education is environmental education" to a more conservative perspective emphasizing nature study or conservation education. However, throughout the years, discussions yielded agreement about the general philosophy that both content and method help to define EE; that the field should address both the cognitive and affective domains; and that the approach is multidisciplinary. EE is distinguished by its aim and focus.
For many in the field, and for the purposes of this plan, the best summary statement about EE is the Tbilisi Declaration (UNESCO, 1978), a product of the world's first intergovernmental conference on EE:
Environmental education is a process aimed at developing a world population that is aware of and concerned about the total environment and its associated problems, and which has the knowledge, attitudes, motivations, commitments, and skills to work individually and collectively toward solutions of current problems and the prevention of new ones. (UNESCO, 1978)
The Tbilisi conference also endorsed the following three primary goals for EE:
- To foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas.
- To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment.
- To create new patterns of behavior of individuals, groups, and society as a whole towards the environment. (UNESCO, 1978)
Click here for the Tbilisi Declaration.
Characteristics of Environmental Education:
concerns enviroment as a whole
interdisciplinary
life-long
learner centered
thought provoking
seeks long-term solutions
concerns growth in awareness, knowledge, attitude, skills, and participation
fair and accurate
integrated environmental ethic
Environmental Education is not:
- scare tactics
- environmental activism
- environmental-ism
- just outdoor education
- propaganda
One EE leader wrote, EE is the "…maintenance, for present and future generations, of a healthy, varied, and pleasant life-support system on the good Spaceship Earth" (Tanner). More contemporary language would describe this same goal as follows:
More Reasons to Support EE
EE may be founded on the belief in the necessity for and the possibility of an ecologically, economically, and culturally sustainable society. But most would agree that these are long-term goals that require some time and certainly are not achievable overnight. But many forms of EE offer immediate rewards - immediate value. Communities that embrace and support EE opportunities are providing benefits to individuals and communities (as well as the environment).
- EE is valuable to individuals because it can provide opportunities for life-long learning; enhance a personal sense of meaning as one realizes and understands their own connection to community and inter-relationship with land, other living things and processes. It can enhance a "sense of place" and connection to one's neighborhood, communities, and watersheds. It can nurture the spirit by expanding one's awareness and appreciation of aesthetics, beauty and the complexity in the world around them. It can provide opportunities for creative self expression and instill a sense of personal integrity and power as one develops the skills and abilities to make a difference.
- EE can help schools and students because it can provide a framework that assists teachers in crafting relevant and meaningful experiences that help students meet learning standards for across various disciplines. When integrated into the curricula, it can provide a valuable context for all learning and enhance student interest and participation. It can engage students by involving them in learning about their own place and community and help make learning fun. It can develop a sense of pride and accomplishment by offering real-life opportunities to practice inquiry, and to apply knowledge and skills to make a difference.
- EE is valuable to communities because it can foster a concern for other forms of life. It can increase interest in and skills for meaningful participation in public planning and decision making. It can contribute to economic health through the various recreational learning and life-long learning opportunities provided by governments, non-profits and businesses. Ultimately, it can lead people to choices and actions consistent with a sustainable future.
Guidelines for Environmental Education
To ensure quality in such a large field, the North American Association for Environmental Education (NAAEE) has developed the National Project for Excellence in Environmental Education (NPEEE). NPEEE includes several documents outlining guidelines for quality resources and educators. For more information about CAEE and the role of this organization in the EE community, click here.
Environmental Education in Colorado
Environmental education in Colorado is experienced through a variety of providers, in a variety of settings, through a variety of methods. One of the goals of EE is to ensure that all people have the opportunity to participate in relevant EE experiences. From short EE excerpts to full-on EE immersion experiences, the CEEMP is intended to guide the collective product of thousands of EE programs offered by different sectors. The overall face of EE is that there is something for everyone of all ages.
The following describes the life-long learning opportunities available through EE and is intended to indicate the broad scope of existing EE. Its purpose is to visualize the maze of opportunities for involvement with EE activities. This listing does not specify the hundreds of existing local, regional, or statewide EE efforts, but simply indicates the diversity of kinds of EE. This framework is meant to help identify potential pathways for partnerships and opportunities for collaboration, highlighting unfilled niches, and suggesting funding strategies.
Many references refer to categories of EE experiences as "formal" and "non-formal." The following is information about both of these kinds of opportunities.
Formal EducationFormal Settings
Formal settings are those situations where EE takes place as part of an ongoing class or program that is often guided by a curriculum framework and may be based on education standards. Formal EE is sometimes described as education experiences that are required for the learner, in which participation is not optional. Examples of formal settings include:
- Early Childhood Education (Pre-Kindergarten)
- Public and Private K-12 Schools
- Homeschool education and co-ops
- Post Secondary Education, including public and private technical schools, colleges, universities, and certification programs.
- Courses and seminars for credit, certification, or licensure
Within these formal settings, EE can be experienced through a variety of methods. The following quote from the U.S. Office of Environmental Education - Environmental Education Handbook - describes some of those methods:
"There are many…ways to impart and acquire the kinds of information, perspectives, and techniques that are essential in developing the environmental awareness and skills that our society needs. Many of these ways involve an emphasis on learner-directed and discovery-guided inquiry; some involve innovative and integrative learning outside the classroom. But in certain cases, environmental education must operate through more traditional approaches, such as lectures, classroom activities, and other non-experience oriented educational methods if the learner is to attain some of the essential skills, concepts, and facts he needs."
Educators in EE - Formal Education
Environmental
education in formal settings is often the product of classroom teachers
who may be trained in EE as a secondary subject or as their primary
focus. Educators may receive EE resources from a variety of sources,
including:
- Pre-service teacher programs
- Established EE Curriculum guides and lesson plans
- Lab schools and district field programs
- In-service teacher trainings
- Professional development groups
- Cooperative programs between schools and non-formal EE providers
Non-Formal Settings
Environmental education in non-formal settings can occur anywhere there are people interested in learning. Non-formal EE is sometimes described as education in which participation is voluntary. The spot could be a city sidewalk where an ant may be walking by, or the top of the highest peak in the state. Providers of EE often take advantage of "teachable moments" in any setting, however, non-formal sites that are designed for EE include:
- Public lands (i.e., parks, forests, open-space properties, or nature preserves)
- Residential Camps or Centers
- Nature Centers
- Camps
- Museums
- Aquariums/Zoos
- Visitor Centers/Parks
- Public buildings such as libraries, recreation and community centers
- Businesses
- Churches/spiritual centers
Providers of EE in Colorado work for a variety of organizations. Examples include:
- Private, non-profit organizations and education centers
- Governmental agencies: Federal, State, County, Local/Municipalities, Special Districts
- Private/Government Partnerships
- Higher Education Outreach
- Private organizations
- Businesses
- Foundations
- Private Contractors
- Service Learning Organizations
- Religious or spiritual organizations
Non-Formal EE is often referred to by providers as a "program." These programs vary from a few minutes with visitors to long-term residential experiences. Some forms of these programs include:
- Visitor sessions
- Guided field trips (indoor or outdoor settings)
- Interactive exhibits
- Guided tours, walks, programs
- Overnight camps
- Continuing education classes
- Special events and festivals
- Interpretive programs
- Family learning
EE and You
The wide variety of EE providers and many different ways EE is provided creates opportunities for the citizens of Colorado to explore their connection to the natural world in many settings and ways. Yet it is not necessary to be part of an organization or formal program to participate in or support EE. In addition, it is not necessary to be part of any organization or formal program to help advance environmental literacy in Colorado. Individuals who share information and ideas about what they have learned can make a real difference. Those who help fund projects and programs make critical contributions. Those who model environmentally responsible choices and actions are especially influential in moving our community toward environmental literacy.
A salient measure of EE's success is the extent to which people of all walks and persuasions incorporate environmentally-based considerations into their daily decisions as a matter of course, without special consideration. Attaining this level of combined awareness and action is achievable only by the combined efforts of all, from global organizations to unaffiliated individuals. The CEEMP recognizes, encourages, and values the contributions of these partners in EE.