Environmental Adult Education

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Created by Stacy Patton, Fall 2008 -- Edited by Beau Hartline, Fall 2009

Environmental Adult Education

Contents

Environmental Adult Education Defined

Like many other fields of study, environmental adult education has many definitions attached to it. However, it can be recognized as a “hybrid outgrowth of the environmental movement and adult education, combining an ecological orientation with a learning paradigm to provide a vigorous educational approach to environmental concerns” (Sumner, 2003). Moreover, environmental adult education “makes concrete links between the environment and social, economic, political, and cultural aspects of peoples lives” (Clover, 2003).

In laymen’s terms, environmental adult education refers to efforts in teaching environmental issues and how individuals can manage or change their lifestyles and ecosystems to live sustainably. The overarching goal of this field of study is to educate our global societies to live not only more sustainably, but also more aware of the world in which they reside.

The Need for Environmental Adult Education

The need for Environmental Education has been rising since the dawn of the industrial revolution and has been further impacted by the vast amount of globalization that occurred during the 20th century. Never before had it been so easy to get from point A to point B with the use of fossil fuels that pollute the atmosphere. Never before had it been so easy to go to a supermarket and buy bread made from wheat that grew 3,000 miles away and was transported with those polluting fuels. Never before had it been so easy to place that bread wrapped in plastic in a plastic bag and throw both away when there is no longer use for them. Never before had it been so easy to run by a fast-food restaurant and order a chicken sandwich, all the while the pollution occurring in lakes in streams from the waste from that bird, and others like it, generate.

A popular recycling logo
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A popular recycling logo

Such aforementioned modern conveniences have a huge impact on our environment. The increase in CO2 in the atmosphere from the burning of fossil fuels is having a “global warming” effect on the world. Plastic bags that are not recycled are either being compiled into landfills or are blown by the wind until the not only become a nuisance in people yards, but in animal habitats.

The need for, specifically, adult environmental education is driven by the fact that most environmentalist think that it will take an environmentally conscious public before any real amount of work is done to protect the environment. Simply leaving the issues for governments to worry about “adds up to a recipe for doing very little” (Field, 2008). To prevent very little happening in the way of environmental protection, people will need to not only know and understand more, but also do more. Whether it is simply turning off a non-needed light, recycling paper, finding out where the wood in furniture that you may buy came from, or riding a bike for one day a week, it will take people, more specifically adults, to make a change in the environment.

Some of the many growing environmental troubles that the world is facing today include:

  • Global warming
  • Pollution
  • Habitat devastation
  • Overpopulation
  • Waste disposal
  • Diminishing resources

As you can see, education is the key to reaching environmental sustainability. In this instance, sustainability is defined as “developing a way of human living that will ensure an enduring and sufficient level of support from the earth’s resources” (Parker & Towner, 1993).

History of Environmental Adult Education

Environmental adult education is a relatively new and unique field of study and practice. It is a community-based method in which educators listen and respect the input of learners, and all participants are considered essential (Haugen, 2006).

During the last thirty years, environmental adult education has evolved. For more than a century, environmental and conservation organizations taught adults environmental education with very little structure.

The United States was one of the first countries to officially recognize environmental education. During a joint House-Senate session in 1968, Congress acknowledged the importance of environmental education, and in 1970 passed the Environmental Education Act, which established the Office of Environmental Education (American Geological Institute 2000).

Timeline of the Ideology of Environmental Adult Education (EAE):

  • Mid-1970s: EAE recognized as distinct field of study
  • Late 1980s: EAE focus on learner experience
  • Late 1990s, Early 2000: Focus shifted to how to teach EAE
  • 1997: United Nations Educational, Scientific, and Cultural Organization (UNESCO) hosted conference on adult education with EAE being one of the 33 workshops presented

Earlier Environmental Education Initiatives

According to the UNESCO Web site, in 1968 it organized the first intergovernmental conference aimed at reconciling the environment and development, now known as “sustainable development”. In the following years, UNESCO and the United Nations Environment Program (UNEP) initiated three major declarations that defined environmental education. Those included:

  • 1972: Stockholm Declaration. This document included seven proclamations and 26 principles “to inspire and guide the peoples of the world in the preservation and enhancement of the human environment.”
  • 1975: Belgrade Charter. The product of the International Workshop on Environmental Education, this charter built upon the Stockholm Declaration by adding goals, objectives and principles for environmental education programs.
  • 1977: Tbilisi Declaration. This document updated and clarified the Stockholm Declaration and the Belgrade Charter by including new goals, objectives, characteristics, and guiding principles of environmental education.

Methods of Environmental Adult Education Training

Educators in this field of study consider environmental problems with a holistic approach that combines social, political and environmental concerns into community dilemmas (Haugen 2006).

Environmental adult education uses a participatory method of teaching to get learners engaged because of an understanding that learning is a far more complex and extensive process than information transmission (Clover, 2003). This participatory method allows learners to make connections between social issues and environmental problems and allows adult learners to understand the core causes of major environmental issues and the resulting social inequalities. Also, this method allows educators to stress the importance of instilling environmental awareness so that learners do not forget their relationship with the natural world.

To summarize the methods of adult environmental education training, environmental adult educators strive to instill learners with:

  • a knowledge of environmental problems and their causes
  • the skills to engage in social activism to combat those problems
  • the attitude of respect and connection to the natural world
  • a desire to change current practices to protect the Earth

Environmental adult education generally takes place in a nonformal education setting. This means that the organized learning can take place in many forms including vocational education, literacy education and on the job training (Haugen 2006).

Programs and Organizations that Encourage Environmental Adult Education

There are a vast amount of programs and organizations that promote environmental adult education. In fact, some people might have been in one of these such programs and not have realized it. For example, most U.S. National Parks have a wide range of learning activities that include guided hikes and day schools. A few of the other programs and organizations are:

  • Conservation education and governmental agencies such as the Forestry Service and the Environmental Protection Agency (EPA) were established to educate adults in broad areas of the environment.
  • The Nature Conservancy, originally the Ecological Society of America, was formed in 1915 with the missions of supporting ecologists and preserving natural ecosystems.
  • The 4-H Organization was also established to reach adults by educating youth in areas of new agricultural technology and environmental awareness.
  • The Peace Corps, established in 1961, has worked to incorporate adult environmental education and conservation practices into its international programming. Volunteers assist in:
  • Environmental education
  • Recycling
  • Wildlife protection
  • Park management
  • Alleviating water-borne diseases
  • Providing potable water

Internal links

  • The Need for Adult Education 1 [1]
  • Best Practices in Adult and Continuing Education [2]
  • Motivating Adult Learners [3]

External links

  • United Nations Educational, Scientific and Cultural Organization [4]
  • The Peace Corps [5]
  • The 4-H Organization: History [6]
  • U.S. Environmental Protection Agency: History [7]
  • U.S. Forestry Service: History [8]
  • The Nature Conservancy [9]
  • Redefining Progress: Go here to calculate your ecological footprint [10]
  • YouTube Video: World Population [11]
  • YouTube Video: Sustainable Living Roadshow [12]

References

  • Environmental Education (2008). The Modern Impetus for EE: The Tibilisi Declaration (1977). Retrieved September 27, 2008, from the Global Development Research Center Web site: http://www.gdrc.org/uem/ee/1-4.html
  • Haugen, C.S. (2006). Environmental Adult education Theory and Adult Learning Principles: Implications for Training. M.A. thesis, American University, in Proquest Digital Dissertations
  • Hill, L.H. & Johnston, J.D. (2003). Adult education and humanity’s relationship with nature reflected in language, metaphor and spirituality: A call to action. New directions for adult and continuing education, Fall 2003 (99), 17-26
  • Parker, J & Towner, E. (1993). Editorial: Learning for the future. Adults learning, 4 (8) 208-209
  • Sumner, J (2003). Environmental adult education and community sustainability. New directions for adult and continuing education, Fall (99), 39-45.
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