Environmental Education. Version Ii

ENVIRONMENTAL EDUCATION Alejandro S. Bernardo May 15, 2008

A TIMELY QUESTION

WHERE ARE WE IN THE MIDST OF VERY UNUSUAL CIRCUMSTANCES?

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A TIMELY QUESTION

ARE YOU NOT BOTHERED? 3

God blessed them, and God said to them, ‘Be fruitful and multiply and fill the earth and subdue it; and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves upon the earth’. GENESIS 1:28 Environmental Education

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Genesis in Reverse In the beginning was the earth. It was beautiful. And man lived upon the earth, and man said: “Let us build skyscrapers and expressways.” And man covered the earth with steel and concrete. And man said: “It is good.”

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On the second day, man looked upon the clear blue waters of the earth. And man said: “Let us dump sewage and wastes into the waters. And man did. The waters became dark and murky. And man said: “It is good.” 12

On the third day, man gazed at the forests on the earth. They were tall and green. And man said: “Let us cut the trees and build things for ourselves.” And man did. And the forests grew thin. And man said: “It is good.” 13

On the fourth day, man saw the animals leaping in the fields and playing under the sun. And man said: “ Let us trap the animals for money and shoot them for sports.” And man said: “It is good.”

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On the fifth day, man felt the cool breeze in his nose. And man said: “Let us burn our garbage and let the wind blow away the smoke and dust.” And man did. And the air became dirty with smoke and poisonous gases. And man said: “It is good.” 15

On the sixth day, man saw the many kinds of people on the earth different in race, color and creed. And man feared and said, “Let us make bombs and missiles in case misunderstandings arise.” And man did. And missile sites and bombs destroyed different countries. And man said: “It is good.”

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On the seventh day, man rested. And the earth was quiet and still. For man was no more and is dead. And it was good.

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FAITH VS. SCIENCE “WHAT SCIENCE AND RELIGION UPHOLD ARE SUPPOSED TO COMPLEMENT EACH OTHER AND TO GIVE A FULL VIEW OF THE TOTAL PICTURE.” 18

OUR HOME “The Philippine archipelago comes from a long history of geological formation whose product is a unique assemblage of biophysical ecosystems teeming with biological and natural resources. On these depend the lives of a current population of 85 million Filipinos.” Prof. Rowena Boquiren

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THE PHILIPPINE ENVIRONMENT

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AIR POLLUTION  Evident in MM and

other urban centers like Cebu and Davao  WHY? high concentration of motor vehicles and industries, roadside diggings, unplanted surfaces, construction

and demolition, trash burning  CCIC: 75% of the street level quality in MM is unhealthy  Effects: respiratory diseases, low IQ, decreased concentration ability, cancer, high blood pressure 21

Forests in the Philippines  At the end of 1990’s,

out of the 34 major islands, 24 had not less than 10% forest cover  83% covered forest was reduced to 29%  only about 800,000 hectares from 27 M hectares are all that remain

 By 2010, total forested

area will dwindle to less than 7%  Why? logging, upland migration, agricultural expansion  effects: flood, animal extinction, food and water insecurity

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PHILIPPINE RIVERS  Cebu: 4 river systems

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have a very high metal content Luzon: 12 of the 69 rivers are dead Ilocos Region: 5 rivers are dead Southern Tagalog: 17 rivers are polluted Negros Occidental: 4 major rivers are dead

 Out of 421 rivers in the

country, 50 are biologically dead  why? inadequate sewerage system, industrial and domestic wastes, mine tailings and metal pollution  effects: death of aquatic life, flood, siltation

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MARINE ECOSYSTEMS  500 of the 700 coral

species in the world are found in the country, now only 400 remain  why? unsound agricultural/forestry practices, mismanagement of watersheds, exploitation of mangroves

Construction, dumping of terrestrial and marine mine tailings, destructive fishing methods  effects: lost of aquatic species in less than 5 years

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Philippine Agricultural Lands  Approximately 5.2

million hectares of the country are severely eroded. Mindanao has the biggest share of severely eroded areas.  Erosion in grasslands and pasturelands

registers the highest rate of soil lost at 268 tons per hectare per year  The Philippine gross erosion rate has been computed at 2,046 million metric tons per year  why? deforestation, use of farm chemicals such as fertilizers and pesticides 25

INTERRELATIONSHIP AMONG ENVIRONMENTAL PROBLEMS

DEFORESTATION SOIL EROSION SILTATION DEATH OF CORAL REEFS DECREASE OF FISH POPULATION

DO YOU HAVE THE SAME CONCERN FOR THE EARTH AND NATURE AS YOUR CREATOR HAS? WHEN THE TIME COMES THAT HE ASKS YOU WHETHER YOU HAVE DONE YOUR PART IN TAKING CARE OF THE REST OF THE CREATION, HOW WILL YOU ANSWER?

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QUESTION!!!!!!!

DO YOU TEACH? or DO YOU CHEAT?

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ENVIRONMENTAL EDUCATION 

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ENVIRONMENTAL EDUCATION 

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ENVIRONMENTAL EDUCATION

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GUIDELINES FOR EXCELLENCE FOR ENVIRONMENTAL EDUCATION 

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GUIDELINES FOR EXCELLENCE FOR ENVIRONMENTAL EDUCATION 

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GUIDELINES FOR EXCELLENCE FOR ENVIRONMENTAL EDUCATION 

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GUIDELINES FOR EXCELLENCE FOR ENVIRONMENTAL EDUCATION

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GUIDELINES FOR EXCELLENCE FOR ENVIRONMENTAL EDUCATION 

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GUIDELINES FOR EXCELLENCE FOR ENVIRONMENTAL EDUCATION 

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EE TRENDS

IDEOLOGY AND ACTIVISM

INFORMED DECISIONS, EXPERIENTIAL AND EMPIRICAL

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ACQUIRING ENVIRONMENTAL KNOWLEDGE

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WHY IN SCHOOLS?

THE CLASSROOM has SCHOOLMASTER 40

ACQUIRING ENVIRONMENTAL KNOWLEDGE

EASY????? EASY????? EASY????? EASY????? EASY????? EASY????? 41

STRUCTURING EE FOR GLOBAL ISSUES  INFUSION

Contents and skills are integrated into existing courses so as to focus on that content without losing the integrity of the courses themselves. Ramsey, Hungerford & Volk, 1992 42

STRUCTURING EE FOR GLOBAL ISSUES 

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STRUCTURING EE FOR GLOBAL ISSUES 

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CURRICULUM NEEDS AND GLOBAL ISSUES

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STUDENTS CAN MAKE A DIFFERENCE EMPLOYING A PROBLEM SOLVING, ACTION LEANING APPROACH TO ENVIRONMEN TAL EDUCATION

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STUDENTS CAN MAKE A DIFFERENCE

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STUDENTS CAN MAKE A DIFFERENCE “They inherently understand the power that is harnessed when a group of people combine their gifts and energies towards a common focus. As a result, the children and young adults are able to make significant contributions to the world at large.”

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STUDENTS CAN MAKE A DIFFERENCE

BE A “GREEN TEACHER ” 49

BE A VERY “GREEN TEACHER”

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INTRODUCING EE TO STUDENTS

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PROBLEM SOLVING, ACTION PROJECT ORIENTED APPROACH

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GOAL OF PS, APOA APPROACH

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MULTIDISCIPLINARY AND INTERDISCIPLINARY APPROACH

TECHNOLOGY

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EXPECTED OUTCOME    

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EMPOWERMENT  

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RESEARCH FINDINGS IN EE FIELD

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ACTUALIZING RESPONSIBLE ENVIRONMENTAL BEHAVIOR THROUGH EE

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RESPONSIBLE ENVIRONMENTAL BEHAVIOR THROUGH EE

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WHY ENVIRONMENTAL EDUCATION?           

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CRITICAL QUESTIONS

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CRITICAL QUESTIONS

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CRITICAL QUESTIONS

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CRITICAL QUESTIONS

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CRITICAL QUESTIONS

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POSSIBLE ACTIONS

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POSSIBLE ACTIONS

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POSSIBLE ACTIONS

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POSSIBLE ACTIONS

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POSSIBLE ACTIONS

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If the earth could write a letter Dear mankind, I write to you from forests green, From lake and rivulet stream, To ask for mercy for the land, My forests wilted by your hand, Your city’s jaws open wide, To swallow up the countryside, This tarmac tongue of motorway licks greedily Across my patchwork of fields. You do murder my creatures readily, you starve my seas of fish and oil, and rip the coal from my deep soil,

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As forests disappear and apartment block rise, Do you not hear a million cries? Of forests, rivers and trees, Of fields, animals and seas, of skies and clouds and oceans blue, Are these sounds invisible to you? All these voices unite to ask of you one thing. ‘Save us, give us mercy’ So please next time you decide to build a town, a road or a city, or to dig for oil or coal, 72

Think of this with solemnity, Do you really need it? What happens when it’s served its time, Will you toss it away like a broken toy? This is not a child’s nursery game, Think what you have done and hang your heads in shame. Yours pleadingly, EARTH 73

OUR RESPONSE  CEAP  DepED  MAPSA  CBCP  CBC  Phoenix  Schools and Universities 74

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SAVING THE PHILIPPINE ENVIRONMENT

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