History of Environmental Education
The ideas of environmental education-- that an an environmental awareness and hands-on study of environment should be part of the education system-- date back to the Enlightment ideals of Jean-Jacques Rousseau in post-revolutionary France and the transcendentalist movement in early 19th Century New England. Writers like Henry David Thoreau advocated an educational system that was holistic rather than reductionist, pragmatic rather than theoretical, and emphasized humanity's place within the natural world. In the late 19th Century, these ideas began to be integrated in earnest into classrooms. Inspired by the philosopher of education John Dewey and the naturalist Louis Agassiz, the “nature study” movement increasingly brought nature into the classroom and the classroom into nature. However, as American science education became more positivist and behaviorist following World War I, nature study was dismissed as unsuitable for our modern, technological society, and quietly removed from schools. The ideas of environmental education were largely renewed in the 1960s and 1970s, as thinkers like Rachel Carson and Aldo Leopold campaigned for more responsible stewardship of the planet, and saw environmental education in youth as a critical part of establishing more respect for nature. This new environmental education encouraged students to go into the field and, with guidance, gather data and come to their own conclusions, in the hopes that students would become autonomous, critical thinkers with an understanding of the relationship that humanity has to the rest of the natural world.Environmental Education in the Curriculum
Why should environmental education be part of the curriculum at the K-12 level? It's a valid question-- many would argue that its ends are better served by a focus on the scientific study of biology, vocational education, or just real world experiences outside school. Environmental educators argue, that, on the contrary, environmental education provides an integrative experience that none of these approaches would on their own be able to match. Below, we've summed up some of the major reasons educators have for promoting environmental education. First, it matches science to experience. Unlike studying biology in the laboratory or in a textbook, students taking part in environmental programs in the field are able to study organisms, ecosystems, and environmental challenges in the field, unmediated by the lab environment. This not only gives them a more immediate experience of the scientific processes underlying all life, it allows them to gather their own data from the field as the basis for their own research. This gives students a more comprehensive, intuitive idea of how science is done and can be valuable early experience for future scientists. A lab exercise might involve examining different kinds of leaves and comparing them. An environmental exercise might involve going out and finding different kinds of leaves, and seeing how different trees grow in different environments. Second, it builds up an understanding of the natural environment and how humans relate to it. Environmental issues are among the major questions of our century, and it's largely up to younger generations to combat pollution, climate change, and other problems. An environmental education builds up an awareness of and a love for the environment. Third, in an increasingly technological society, young people are deprived of the natural experience. Our society takes place in a world mediated by cars, computer screens, and TV, and increasingly we live in suburbs where nature is restricted to lawns and ornamental trees. Environmental education gives students an opportunity to connect with the natural world in ways that they otherwise might not.Types of Activities
Most but not all environmental education activities take place in the field, away from normal classrooms. Some schools have regular access to woodlands, prairies, or other natural areas that can function as \"outdoor classrooms.\" Others make use of nearby parks and wildlife refuges. Students can investigate the nature of local flora and fauna, identify trees, birds, or insects, or test water quality to determine levels of pollution. Outside of natural areas, students can plant flowers and study their growth to learn about how life works. Students can also explore cities to discuss pollution, green architecture, and other environmental issues that directly affect cityscapes. Beyond field research, the Internet provides a powerful tool for students to learn about the environment in geographically distant areas, as well as a way to help inform their field research.Further Reading
We've included links to a number of organizations that encourage environmental education as well as links to environmental education activities.