|1 To foster clear awareness of, and concern about, economic, social, political and ecological interdependence in urban and rural areas.|
|2 To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment.|
|3 To create new patterns of behaviour of individuals, groups and society as a whole towards the environment.|
Defining the content of environmental education is problematic. Since the environment is all embracing then it must, to some extent at least, be considered in its totality to include aspects which are urban and rural, technological and social, aesthetic and ethical: Throughout primary and secondary education, the human environment, both rural and urban, should be regarded as a continuum from the wilderness, through the productive countryside, small settlements and suburbs, to the heart of the inner city’ (NAEE 1975). The eclectic nature of the content may be regarded as a strength, but also as a weakness—either environmental education becomes equated with the whole of education, thus essentially losing its identity, or else selected features must be singled out for a focus of teaching and learning tasks. At either of these extremes, fundamental elements of environmental education may fall by the wayside. A way to overcome this problem is to recognize that an environmental dimension can be found in most aspects of education—thus environmental education may be considered to be an approach to education which incorporates considerations of the environment, rather than being a separate part of education. It does, however, have a discrete ‘content’ which must be incorporated into teaching and learning situations.