A national strategy for environmental education: an approach to a sustainable future?

Chapter 36 of Agenda 21 called on each nation to bring together a widely cross-sectoral group of people to prepare a national strategy for environmental education and training. In Scotland this process had already begun and the Secretary of State's Working Group on Environmental Education presented him with its recommendations for a strategy in April 1993, which he accepted in a statement of intent in June, 1995. The process itself, the comments received on the report since publication and continuing developments in the field, have demonstrated the importance of adopting broad definitions for both environment and education, spreading involvement in production of the strategy to all sectors and as wide a range of individuals as possible, dividing up the work so as to focus on all the main contexts in which learning takes place, working with the main potential implementers and not depending entirely on the availability of new resources. The process was in itself rewarding and its importance should not be underestimated. The approach adopted and the issues which it raised appear to have wide applicability to similar programmes elsewhere. This paper describes the process adopted in preparing the strategy, reviews some of the subsequent developments in Scotland, and assesses the factors which may have contributed to its success so far.Professor John C. Smyth, OBE is Emeritus Professor of Biology at the University of Paisley. He is President of The Scottish Environmental Education Council and he presented this paper at the Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK.     

Ethics and the Genetic Engineering of Food Animals

Biotechnology applied to traditional foodanimals raises ethical issues in three distinctcategories. First are a series of issues that arise inthe transformation of pigs, sheep, cattle and otherdomesticated farm animals for purposes that deviatesubstantially from food production, including forxenotransplantation or production of pharmaceuticals.Ethical analysis of these issues must draw upon theresources of medical ethics; categorizing them asagricultural biotechnologies is misleading. The secondseries of issues relate to animal welfare. Althoughone can stipulate a number of different philosophicalfoundations for the ethical assessment of welfare,most either converge on Bernard Rollins principle ofwelfare conservation (Rollin, 1995), or devolve intodebates over the ethical significance of animaltelos or species integrity. The principle of welfareconservation prohibits disfunctional geneticengineering of food animals, but would permit alteringanimals biological functions, especially when (as inmaking animals less susceptable to pain or suffering)do so improves an individual animals well being.Objections to precisely this last form of geneticengineering stress telos or species integrity asconstraints on modification of animals, and thisrepresents the third class of ethical issues. Most whohave formulated such arguments have failed to developcoherent positions, but the notion of species being,derived from the 19th century German tradition,presents a promising way to analyze the basis forresisting the transformation of animal natures.     

Environmental management systems in further and higher education institutions

Many people within the further and higher education sector in the United Kingdom (UK) have now accepted that responsible environmental management of their day to day site operations is necessary, but they are still unclear as to what lengths they need to go to obtain marketplace credibility. Many people in other sectors believe that the only way to achieve real credibility in this area is to become accredited by the new British Standard BS7750 Specification for Environmental Management Systems. Others are expressing concern that such systems are cumbersome to operate and generate a needless level of bureaucracy and additional unwelcome paperwork.This paper briefly discusses the responsibilities of further and higher education institutions with regard to environmental management and outlines one possible alternative to the BS7750 approach, the Confederation of British Industry (CBI) Environment Initiative. It also outlines the approach taken by the University of Strathclyde over the past three years in the development of an environmental management manual for the Estates Management Department and the development of a system to control university-wide environmental management.In conclusion this paper will focus on the suitability of BS7750 systems within further and higher education institutions in comparison with the approach adopted in the CBI Environment Initiative.This paper was first presented at Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK.Mr K. McDonach is a research assistant and Dr P. Yaneske is Director in the Safety and Environmental Management Unit of the University of Strathclyde.     

Educating for our environment: an Australian experience

This paper examines how some of the principles of environmental education have been taken up in environmental strategies and activities in Victoria, Australia. The focus is upon the efforts of the State Government-funded Victorian Environmental Education Council (VEEC) to encourage the development of environmental education in sectors and organizations outside the formal education sector and not usually associated with either the environment or education. The relative success of initiatives fostered in marginalized community sectors and in the private industry sector are discussed. Following the abolition of the VEEC (late 1993) with a change of government, questions are raised about the sustainability of environmental reform agendas in the public political domain. In view of the fragility of sympathetic political environments, it is argued, that for environmentally sustainable development a broader commitment to social justice and social change must be fundamental to environmental education principles and processes to both include all sections of the community and, also, to actually change who makes decisions and how and where they are made.Jeannie Rea lectures in environmental policy and polities at Victoria University of Technology, Victoria, Australia. She was the Trades Hall Council representative on the Victorian Environmental Education Council and worked with others, on a publication chronieling exemplary environmental education projects in Victoria.     

Risk-taking and environmental perception

This paper investigates the relationship between pupils' environmental perception (in terms of preservation and utilisation of nature) and personality (in terms of risk-taking). 713 secondary school pupils in Switzerland were investigated. Environmental perception was assessed via three factors: Preservation, Utilisation of Nature and Consideration for Conservation. Risk-taking was evaluated via six factors: Positive Risking, Ambivalence, Thrill in Gambling, Ineffective Control, Effective Control, and Anger Reaction. Analysis of the correlation matrix between Risk-taking and Environmental perception revealed three profiles (types): the high scorer on Preservation is the controlled and cautious gambler. The Utiliser (anthropocentric) profile is essentially a mirror image of the first: the Utiliser does not enjoy unpredictable risks, reacts with anger when risks fail and has little control over his/her own risk-taking behaviour. The Consideration for Conservation (ecocentric) profile assumes a position between these two profiles.     

Wastewater reuse in Muslim countries: An Islamic perspective

Recycling wastewater seems to have become a highly useful technique for meeting the shortage of fresh water in all parts of the world. It seems all the more important for Muslim countries because a large number of these countries face acute fresh water shortage. This paper views the problem from an Islamic viewpoint, that is, in the light of the Qur'n, theSunnah, andFiqh works.In Islamic law, water is classified into three categories oftahr,thir, andmutanajjis. The last two categories can be transmuted intotahr water and thus may be used for all mundane as well as religious purposes if they are assimilated into the overall supply oftahr water. This would be lawful from the Islamic viewpoint even without treating the water. To make use of modern technology in order to recycle wastewater effluents after treatment seems quite in keeping with the spirit and letter of the Islamic teachings.     

Two paradigms of professional development in environmental education

Summary In environmental education in this information age, it is particularly important to adopt the approach of enquiring critically into the environmental, educational and social values informing environmental, educational and social actions when and where required, rather than to simply adopt the approach of emphasising the acquisition and retention of information of an alleged universal type — information drawn from the stockpile of objective knowledge collected by others. This paper argues that to achieve this aim, environmental education in an information age requires aparadigm shift in the areas of professional development — a shift from a paradigm of information technology to a paradigm of information critique. A perspective on the form of this paradigm shift in the particular field of professional development in environmental education is the subject of this paper.Dr Ian Robottom is Senior Lecturer in the Curriculum Studies Centre of the School of Education, at Deakin University, Australia. His main interests lie in teacher education, educational enquiry, and environmental education. He conducts an off-campus environmental education course (B.Ed level) for practising teachers studying at a distance, is a member of the Council of the Australian Association for Environmental Education., and Editor of theAustralian Journal of Environmental Education.     

Arsenic levels in the marine ecosystem off the Kuwait coast, Arabian Gulf

Arsenic levels in seawater, microplankton (diatoms and dinoflagellates), shrimp (Penaeus semisulcatus), mollusc (Cerithium scabridum) and five types of fish (Maid, Nakroor, Nuwaiby, Suboor and Sheim) in five sampling stations (I–V) off the Kuwait coast were determined during the years 1995 to 1999. The maximum mean concentration of arsenic was observed in the order; the five fish (0.50–0.78 g g^–1)> mollusc (0.26 g g^–1)> shrimp (0.23 g g^–1)> particulate matter (0.03 g g^–1)> water and phytoplankton (0.02 g g^–1) from all the sites of the Kuwait coast. Station II possessed the maximum arsenic levels. In comparison with the arsenic levels in other parts of the globe, low arsenic levels were observed in most of the marine organisms off the Kuwait Coast. However, an increasing trend in arsenic concentrations was anticipated due to rapid local industrialization and on account of recent spills of arsenic compounds.     

Linking the environmental and social agendas

Summary In the United Kingdom there is no obvious connection between the Department of the Environment and the Home Office, nor indeed with the Department of Social Security. Yet crime rates are rising and social surveys reveal a drop in support for the institutions of governance-moral, legal and political. Other evidence clearly shows that the income and security of the very poor are declining in relation to the better off. There may well be a link between environmental deprivation, poverty and social alienation. This is not an area where heretofore any British Government has noticeably directed its energies. The UK response to the Rio Agenda 21 contains a proposal to create a Citizens' Environmental Initiative, designed ostensibly to bring sustainability to the grass roots. It now appears that this is to be a largely cosmetic exercise of grant aid to worthy local causes. It does not appear to have addressed significantly the opportunity of linking environmental and social agendas via the medium of locally promoted sustainable development. Yet the divergence efficiency and equality of treatment lies at the heart of the contemporary environmental debate. Proposals to price resource depletion and polluting emissions penalize the poor in the name of environmental efficiency. Unless there is an explicit intertwining of efficiency and equity doctrines, the cause of sustainability is doomed to self-inflicted defeat. Ecological taxation offers a solution, so long as the proceeds promote the cause of social as well as environmental justice.The address was delivered at the Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development Manchester UK (Fig. 1).     

Crisis,argument, and agriculture

Scholarly critics such as Wendell Berry, as well as the popular media, frequently refer to problems associated with agriculture as the agricultural crisis or the farm crisis. Despite the identification of a problem or problems as symptomatic of this crisis, scant attention is paid to why the situation is a social crisis as opposed to a problem, tragedy, trend, or simple change in the structure of agriculture. This paper analyzes the use of social crisis as applied to the state of modern agriculture and, by extension, other crises such as those in legitimation and morality. It concludes that, although important social values associated with farming as a way of life may be in danger of being lost, the crisis we may be facing with respect to agriculture is more properly understood as a sociopolitical crisis that has broader implications than simply the loss of farms or traditional farming values. Indeed, what is in danger of being lost is our ability to affect a secure and sustainable political-economic system.     

Teaching strategies for environmental education

Summary It is possible to distinguish four target groups for tertiary environmental education: the Technical Group, the Subject Specialist Group, the Management Group and the Lay Group. Each of these groups requires different sets of skills and abilities. The Technical Group needs to know how to measure environmental parameters. The Subject Specialist Group needs to know about environmental systems. The Management Group needs to have the skills and abilities to resolve complex environmental issues and problems. The Lay Group needs to have attitudes, philosophies and values about the environment. Each of these in turn require different teaching strategies. For the Technical Group, practical experimental teaching methods based on the traditional subject approach appear to be the most suitable. The Subject Specialist Group needs presentational methods based on either an infusion approach or a new subject approach. For the Management Group, a combination of high level disciplinary teaching combined with intensive short skills courses and more extensive junctions or environmental encounters, all of which make use of practice methods of teaching, are suggested. For the Lay Group, experiential methods, where the student's attitudes are challenged by experiences in either an in-service situation or through simulation exercises, seem to be most appropriate.Dr David Stokes is Dean of the Faculty of Applied Science and Head of the Department of Environmental Studies at Victoria College, and Bruce Crawshaw is currently a lecturer seconded to the Universiti Pertanian Malaysia.     

Environmental functions as a unifying concept for ecology and economics

Summary In spite of the increased awareness about many environmental problems, degradation and pollution of the natural environment by human actions still continue on a large scale. Some of the main reasons for man's continued abuse of the natural environment are the short-term nature of the economic planning process, which largely ignores the negative long-term effects of economic production on the environment (e.g. pollution), and the fact that the pricing system mainly concentrates on man-made goods and services while considering most natural resources to be free goods.This paper argues that environmental functions (i.e. natural goods are services) are at least as important to human welfare as man-made goods and services and should, therefore, be included in economic accounting procedures. To this end, it is suggested to replace the term natural resources by the concept of environmental functions and, efforts should be undertaken to increase our understanding of the ecological and socio-economic benefits of environmental functions to human society. Only when ecological principles become an integral part of economic planning and political decision-making is there a chance of achieving a happy global village based on harmony between man and nature.Rudolf S. de Groot is an environmental consultant and a Ph.D candidate in environmental planning and management in the Nature Conservation Department of the Agricultural University Wageningen. As a member of the IUCN Commission on Environmental Planning he is involved in the activities of the European Committee for National Conservation Strategies, to implement, monitor and update National and European Conservation Strategies.     

Attitudes Toward Wilderness Study Areas: A Survey of Six Southeastern Utah Counties

Southeastern Utah is a region of world-renowned red-rock sandstone formations, large tracts of federal public land, rural communities centered on agriculture and extractive industries, and is often at the epicenter of environmental protection efforts in the western United States. Environmental groups have proposed formal Wilderness designations for much of the regions public land—proposals that have been actively fought by rural community leaders who do not want large areas locked-up from traditional livelihood and recreational uses. The debate over wilderness designation in the region has been characterized in the media as one that is particularly contentious and polarizing. A survey of southeastern Utah residents was conducted in order to better understand this conflict. The survey focused on attitudes toward wilderness designation and management. We found that residents of southeastern Utah have negative attitudes towards the designation and management of Wilderness Study Areas. We propose that these attitudes should be carefully considered and engaged in future policy and management decisions. We suggest that negative opinions expressed by residents of southeastern Utah are not directed primarily at the concept of environmental protection but rather at the strong perception that these programs and initiatives have been carried out in a heavy-handed manner and dominated by outside influences that have overwhelmed local voices.     

Educating the South Pacific about the environment

Summary Environmental education is currently fashionable. However, some educators are viewing it with suspicion as a trendy subject which will disrupt their carefully planned syllabii which are geared largely towards the passing of examinations. In the South Pacific there have been a number of attempts to increase people's awareness of their surroundings and to build up a respect for what is loosely termed our physical environment. These programmes have included, increasing the amount of environmental examples in a range of primary and secondary school subjects, formal courses in environmental planning at the tertiary level, and conservation messages through the media.Dr Jenny Bryant is a Lecturer in Geography at the University of the South Pacific, and recently Secretary, now Acting Chairperson, of the South Pacific Action Committee for Human Ecology and the Environment (SPACHEE).     

Environmental Education: Biodiversity

Environmental education was a principal topic on the agenda of the Stockholm 1972 Conference. In response to its recommendation UNESCO and UNEP developed and launched the International Environmental Education Program (IEEP) in 1977. Environmental education was perceived to encompass in-school and out-of-school activities and public awareness. Later developments added training to its objectives and the concept of sustainable development to its dimensions. The international Convention on Biological Diversity (CBD) represented a phase in the world commitment to conservation of nature. It underpinned biodiversity in the fields of environmental education. Biodiversity education is based on five pivots: scale of boundaries (from local to worldwide), perspectives, goals, themes (vary according to actors), and assimilation (evaluation of programs of action). Directions relate to learners and teachers, and processes address: awareness, school education, education (and professional training) at tertiary level, roles of communication and media institutions.     

Environmental knowing and action

Environmental knowing includes the very many bodies of formal theory which have some relevance to the environment, as well as the knowing which comes from experience in the environment. This knowing can be seen as informing action both conceptually and instrumentally. This paper presents a multidisciplinary and transdisciplinary approach which can inter-relate these many knowings in a way which is relevant to and contingent on definition of particular environmental problems. This problem-focused approach involves application of a set of questions which are implied by a taxonomy of ignorance. The paper shows how the approach can inter-relate knowings as diverse as Taoism and energy-efficiency standards, with the purpose of informating environmental action.     

Abatement systems for SOx,NOx, and particles — Technical options

Summary This technical paper summarizes the various systems currently available for the removal of SO_x, NO_x and particles from possible acid rain emission sources associated with industrial processes. Preferred systems are outlined in the conclusions.This paper was first presented at the Institution of Environmental Sciences Seminar An Update on Acid Rain which took place in London during November, 1984. Stanley Wallin is a Principal Scientific Officer at Warren Spring Laboratory. He is an engineer working in the environmental field, and his main interests and research are in the measurement and control of pollution from stationary sources. He acts as a consultant for the European Economic Community, the Environmental Protection Agency, and the UK's Health and Safety Executive.     

The search for the sustainable city in 20th century urban planning

Summary A new city has emerged in the 1990s, designed to achieve urban sustainability. The notion of sustainable urban form has its roots in the Garden City movement at the turn of the century. The garden cities of the 1900s and the ecological cities of the 1970s were proposed as alternatives to the pathology of modern urban form. Just as cities provide a place for humans to live, so they destroy ecosystems and become unfit habitats for the human spirit. The city must be made more vital, humane, efficient, beautiful, self-sufficient, and natural through a return to a more compact form, its impact on the environment must be decreased. These themes have re-emerged in the sustainable cities of the 1990s, advanced on behalf of future generations and planetary ecology. The sustainable city is a compact city. Calthorpe's Transit-Oriented Developments (1989) are hailed as sustainable because their walkable streets free residents from reliance on automobiles and their high density preserves surrounding wildlife habitat. The European Commission (EC) rests a sustainable future for Europe (1990) on the twin pillars of urban compactness and urban regeneration. Nash (1991) believes that sustainable global urbanization would consist of 1.5 billion humans living in 500 compact cities. He calls his vision Island Civilisation. The sustainable city is also a city of regenerative processes. Girardet (1990; 1992) thinks it has a circular metabolism, as distinguished from the linear metabolism of contemporary cities. McDonough (adviser to President Clinton on sustainable development) theorizes inThe Hannover Principles (1992) that in order to make civilization sustainable, urban form will have to be based on the principles of nature, which makes no waste, maximizes biodiversity and is sustained by the sun. The urban form designed by McDonald (1993), conceptualized with ideas from chaos theory, contemplates a sustainable city within a sustainable watershed and a form holistic, diverse, fractal and evolutionary. Lyle (1994) believes that the sustainable cities of the next century will be based on the green infrastructure of regenerative systems. The commonality linking these landmarks of sustainable urbanization is the ideal of bringing the city into a vital symbiosis with nature. The sustainable city is a green or living city. The search for the sustainable city in the 20th century has not been Utopian buttopian, a quest to create a form of city suited to optimal development of the Earth island.Andrew D. Basiago, an American lawyer and city planner, was a scholar in land economy at Cambridge. He is currently writing a book on solar cities.     

Desertification Control and Management of Land Degradation in the Thar Desert of India

India has 2.34 million km² of hot desert called Thar located in the north-western part of Rajasthan between latitudes 23°3 and 30°12 North and longitudes 63°30 and 70°18 East. The Indian desert is spreading annually over 12000 ha of productive land degrading it and slowly advancing towards the national capital New Delhi at the rate of 0.5 km per year. The Indian desert is characterised by huge shifting sand dunes; high wind speed; scarce rainfall; and intense solar radiation. Tremendous efforts have been made since the 1960s to arrest desertification and for ecological restoration of the Thar desert. An Ambitious afforestation programme including stabilisation of shifting sand dunes and creation of micro-climates through tree-screens and shelter-belt plantation was launched by the forest department of Rajasthan. A huge canal, 649 km long was also introduced to the Thar desert for ecological restoration.     

When is it morally acceptable to kill animals?

Professor Hugh Lehman has recently argued that the rights view, according to which nonhuman animals have a prima facie right to life, is compatible with the killing of animals in many circumstances, including killing for food, research, or product-testing purposes. His principle argument is an appeal to life-boat cases, in which certain lives should be sacrificed rather than others because the latter would allegedly be made worse-off by death than the former. I argue that this reasoning would apply to so-called inferior humans just as much as to animals, and that this appeal is unsuccessful in any case. I distinguish two versions of the rights view: the equal and the unequal rights views. Although the unequal rights view, unlike the equal rights view, would sanction the killing of animals (and some humans) for food under severely restricted circumstances, neither rights view sanctions the raising of animals for their meat. Moreover, neither rights view would sanction the killing of animals for research or product-testing purposes. I conclude with a brief discussion of the merits of phasing out the meat production industry.