There are several different processes that a civil society uses to manage, organize, and perpetuate itself – including an economic system, a system of governance, a political system, a legal system, an educational system -- as well as recognizing various forms of religion, spirituality, or cultural constructs.  These processes often overlap and sometimes conflict with one another, so it is important to understand the distinctive differences among them.   

Likewise, the educational process of environmental education and the political process of “advocacy” have important divergences and differentiations.   Thus, “teaching” is distinctly different than “persuasion.”   Environmental education does indeed support an end-goal of “taking effective individual action as a form of responsible citizenship, based upon well-informed decision-making.”  But that is NOT simply synonymous with “adopting a position and subsequently advocating for that position through political activism.”  

Action and Activism – they are similar words, with much different meanings, strategies, and intentions.  Yet, it is quite common (in political circles) for environmental education to be mischaracterized as having an end-goal of political “activism.”   Occasionally - political activists will misuse the term by describing efforts to persuade or promote a particular point of view as “education” – which only leads to even further confusion, or even abuse.  Thus, in order to understand how to effectively use environmental education in teaching issues or solving problems, we’ll pause to take a closer look - not just for clarity’s sake, but to achieve a more common understanding.

Assignment #3a: EE or Advocacy: Two Hats

Read "Two Hats," by John Hug and respond to the following discussion questions on the discussion board:

• How do the "two hats" differ? When is it appropriate and when inappropriate to wear each of these hats?
• Describe a scenario for wearing each hat. Where have you worn each hat?
• Why is it important to be aware of which hat you are wearing in any given situation?

Assignment #3b: Definition of Environmental Education

Step One. 

Write down for yourself some words or phrases that you believe are elements of environmental education. Then, using that information, create your own definition of EE and post it to the discussion board.

Step Two.  (Do only after completing Step One.)

Now, read the definition of environmental education developed at the Tbilisi Conference in 1977 and on the Discussion Board, share how your definition compares, including:

• Which objectives of EE are most familiar to you?

• Which objective do you think is the most challenging? Why?

• In the definitions from your classmates, were there any critically important elements that were different from, or that you feel were “left out” of the Tblisi definition?  Were there any strong similarities that repeatedly were mentioned?   

Institute Discussion Board