The world is in an environmental crisis dominated by environmental issues and risks such as loss of biodiversity, pollution, deforestation, urbanisation and many others. For many commentators, the solution lies in the provision of adequate education, including environmental education.
This wide-ranging and thought-provoking book is designed primarily as an introductory text for tertiary students who are encountering environmental education for the first time. It raises a variety of interesting issues related to the teaching of environmental content. Since no comparable book exists in South Africa, it will fill a need for students and educators alike.
Environmental education and education for sustainability - some South African perspectives perceptively addresses topics such as
- a number of environmental issues and risks of which learners need to be made aware
- the history of environmental education, both internationally and in South Africa
- the ways in which our deeply held value assumptions and even our religious convictions affect our attitudes towards environmental issues and environmental education
- the meaning of "education for sustainability"
- curriculum development and the teaching and learning of environmental education
- environmental education in the non-formal sector
- environmental education and training in industry
- an introduction to research in environmental education.
Callie Loubser (editor) is a pioneer in the establishment of environmental education courses at the University of South Africa. He has served on various national bodies in the field of environmental education, such as the Environmental Education Policy Initiative, the council of the Environmental Education Association and the Standards Generating Body for Environmental Education. He has also been the keynote speaker at various international environmental education conferences.
The contributors are all experienced educators in the field of environmental education.
Chapter 1 Environmental issues and risks
Chapter 2 History of environmental education in South Africa
Chapter 3 Paradigms, ethics and religion in environmental education
Section A: Philosophical positions in environmental education
Section B: Environmental philosophy and ethics: a critical overview of anthropocentric, ecocentric and radical value positions
Section C: The influence of religion on attitudes towards the environment
Chapter 4 Sustainability and education: a critical discussion
Chapter 5 Curriculum development, teaching and learning for the environment
Chapter 6 Environmental education in the non-formal sector
Chapter 7 Environmental education and training in industry
Chapter 8 Environmental education research
Supplementary material available for this title includes:
JPEGs of all figures and tables
All source material (excluding figures and tables) has been supplied in an editable format (Microsoft Office) and you can fully customise it to your needs.
Please click on the link below to access the Lecturer Support Material (LSM) portal:
If this is the first time you access Van Schaik Publishers LSM, you will need to register and set up a profile. Once your registration has been approved you will be sent an email and will then be able to request access to the resources you need for a particular book. You will also be able to request access to the resources of additional books using your profile.
We welcome any suggestions regarding new or additional resources. For any queries or feedback please contact our digital publisher at email@example.com. The material available varies from book to book and may also be developed further over time.
If you are uncertain about the registration and access request procedures, please download the LSM Manual.
Lecturer Support Material is available free to lecturers who lecture on courses where the book is prescribed but samples are also available should you wish to review what is available as part of your prescribed book selection process. Please contact your Marketer for access to the sample LSM.
Student requests for LSM will not be entertained and any attempts by students to access lecturer support material will be reported to a student’s lecturer or to the Head of Department.