The Handbook of Environmental Education

By Joy Palmer; Philip Neal | Go to book overview
Save to active project

Chapter 1

Concern for the environment

A reflection on the conjunction of the two words ‘environment’ and ‘education’ raises the key questions of why, when and for what purpose they have been linked. Presumably answers to these questions range from the feelings and concerns of individuals through to events of international and global significance. In the belief that no educational programme of work in this area can be successful without individual commitment and personal concern, we begin with a glimpse at the preliminary findings of a research study in progress at the University of Durham (Palmer 1992) on the development of personal concern for the environment.1 The first phase of this research is an investigation into formative life experiences of environmental educators who presumably are persons already environmentally aware. They are not to be classed as the general public in this context, with whom it is likely that any increase in environmental concern has been triggered in the main by TV programmes and international disasters such as Bhopal and Chernobyl. The research is based on the assumption that if the ultimate aim of environmental education is to sustain our planet and its resources for future generations, then a related aim must be to provide an education which encourages people to strive towards that goal. Presumably, if environmental education is about producing well informed and environmentally active adults, then those responsible for it should have some idea of the kinds of learning experiences which help to influence the development of environmental care and concern.

The research technique involves retrospective analysis of the experiences of environmental educators who currently demonstrate their personal care and concern for the world in their everyday lives. Participants in the study were invited to supply details of their approximate age, gender and of their present activities which demonstrate an informed and responsible approach to environmental matters (e.g. practical conservation, recycling, belonging to organizations active in environmental affairs, enjoyment of the outdoors, living a ‘green’ lifestyle and reading books and journals about environmental issues). The purpose of seeking

-3-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
The Handbook of Environmental Education
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 268

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?