Consequences of the new strategy of IUCN for environmental (biodiversity) education
In: Elcome, D. (ed.): Education and communication for biodiversity. Key concepts, strategies and case studies in Europe. IUCN,Gland: 36-39..
Project: Education for sustainable development.
Get the chapter here about Environmental Education and Biodiversity Education (opens in new window)
From the chapter:
The tree planters
A common picture illustrating environmental education shows a school class planting new trees. Planting new trees is often good for conservation, but is it good for education, too?
The answer depends on whether the project has been developed by the class or by others for the class.
In the first case, the tree-planting project gives a benefit to all of the learners, because theschoolchildren are directly involved in the planning process, whereas in the second case, thechildren are often only instruments for others to obtain their goals.
Telling a class what to do will often produce “faster results”, but the main thesis of this paper is that environmental education, and more specifically biodiversity education, is more far reaching, if, as a result of biodiversity teaching, a class takes the initiative and decides itself to plant trees. This approach will also produce better results for conservation in the longer term …
(1) (PDF) Consequences of the new strategy of IUCN for environmental (biodiversity) education. Available from: https://www.researchgate.net/publication/339446651_Consequences_of_the_new_strategy_of_IUCN_for_environmental_biodiversity_education [accessed Aug 15 2022].