Teachers need to be aware4 of children who needs special nurturing because they show special talent in areas where the school progressed Aitkin, However, the usual problem is that people seldom find it easy to start from scratch. Society is able to address the performance of these young people No matter what the space provided, the surface of the earth demonstrates the physical diversity in terms of soil, climates, vegetation, and topography.
These factors affect the range of environmental contexts for people. People who are geographically informed must understand how humans should live in different kinds of physical environments. I can now understand the dilemma of some administrators of nursing homes. They are burdened with so many responsibilities to take care and ensure that people who avail of their services are attended to and such services are sustained long-term.
These efforts are also coupled with corresponding financial burden to sustain the expenses that go with the various challenges that confront them. Retiree assistance, funds from the federal government and its subsidiaries may very well support the medical needs of the low-income and medically-needy people, yet the administrators realize that by meeting the demands of their tasks requires more than any management skills, analytical minds or well-rounded experience to go with such tasks.
For what the challenges require most of them is that sincere heart to really care for and be concerned with so many people who are frail, chronically ill, and those who are less fortunate who may not have the resources to sustain their respective illnesses as they become old with no one to depend on during their last few years of their lives.
Article Retrieved Jan 22, at: Human Diversity in Education: The Ecologist, 29, 3. Accessed September 14, We will write a custom essay sample on Environmental Education specifically for you.
Leave your email and we will send you an example after 24 hours This book explores why the concept of wild pedagogy is an essential aspect of education in these times; a re-negotiated education that acknowledges the necessity of listening to voices in a more than human world, and re learning how to This book explores why the concept of wild pedagogy is an essential aspect of education in these times; a re-negotiated education that acknowledges the necessity of listening to voices in a more than human world, and re learning how to dwell in a place.
As the geological epoch inexorably shifts to the Anthropocene, the authors argue that learning to live in and engage with the world is increasingly crucial in such times of uncertainty.
The editors and contributors examine what wild pedagogy can truly become, and how it can be relevant across disciplinary boundaries: This collaborative work will be of interest to students and scholars of wild pedagogies, alternative education and the Anthropocene, and for all those engaged in re-wilding education.
Blurring the Species Line. While Indigenous people across the world have recognized our kinship and relationality with other species for many centuries, it is a peculiar fact that the Western 1 world has only reluctantly inched toward a view that has humans in While Indigenous people across the world have recognized our kinship and relationality with other species for many centuries, it is a peculiar fact that the Western 1 world has only reluctantly inched toward a view that has humans in continuity with the rest of the biosphere.
This has not primarily occurred through a newfound respect for these other traditions, but rather through the ontological insights offered by evolution and then ecology, as each has risen to cultural prominence.
Whereas evolution shows that humans were in fact part of a much more inclusive ancestry than once thought, and therefore have significant homologies and resonances with other organisms, ecology reveals the myriad ways in which humans and other species are mutually intertwined, for better or worse, in a shared fate.
Evolutionary epistemology and comparative biology, whatever their weaknesses, have drawn us into deeper contemplation of how alleged differences between humans and other species are often rooted in unwarranted biases. Genetic advances in molecular biology reveal, in another language again, the marvelous continuity we share with others on the planet. And yet, despite this flurry of boundary breaking, continuity and kinship remain for Western culture largely something abstract and propositional.
It is not an ethical or performative connection that has been restored, and as such it still seems to lack much of what other cultural ways of engaging with other species have long nurtured. Outside of biology, multispeciesification and more-than-humanizing now assert themselves as prominent alternative approaches within posthuman geography , anthropology, semiotics and communication, and sociology.
Movement in this direction is palpable in education too, though it is surprisingly late to enter the game. But is it, in fact, surprising that education should be a laggard here? Education is the process by which we ensure both the perpetuation and the development of our culture.
It seeks novelty as much as stasis. Other social sciences are not burdened with this paradoxical responsibility.
And so, in cases where education is perpetuating a culture built upon sharp ontological categories, educational processes work to contain that which seeks to blur them. This means that restoring continuity is encouraged within certain disciplines like biology while other disciplines are protected against that responsibility. I know of no teacher's college with courses on interspecies pedagogy please contact me if such an institution exists — I would be delighted and believe it would strike many teacher educators as absurd to offer such courses.
And this does not appear to be mainly the result of it being outside of professional aims,. Loss, impermanence, and death are facts of life difficult to face squarely.
Our own mortality and that of loved ones feels painful and threatening, the mortality of the biosphere unthinkable. Consequently, we do our best to dodge these Consequently, we do our best to dodge these thoughts, and the current globalizing culture supports and colludes in our evasiveness.
Even environmental educators tend to foreground 'sustainability' whilst sidelining the reality of decline, decay, and loss. And yet, human life and ecological health require experiencing 'unsustainability' too, and a pedagogy for life requires a pedagogy of death.
In this paper we explore experiences of loss and dying in both human relationships and the natural world through four different types of death affording situations, the cemetery, caring-unto-death, sudden death, and personal mortality. We trace the confluence of death in nature and human life, and consider some pedagogical affordance within and between these experiences as an invitation to foster an honest relationship with the mortality of self, others, and nature.
We end by suggesting art as an ally in this reconnaissance, which can scaffold teaching and learning and support us to courageously accept both the beauty and the ugliness that death delivers to life. Water quality is a significant criterion in matching water demand and supply. Securing adequate freshwater quality for both human and ecological needs is thus an important aspect of integrated environmental management and sustainable Securing adequate freshwater quality for both human and ecological needs is thus an important aspect of integrated environmental management and sustainable development.
To represent water quality in a lucid way different water quality indices for water quality assessment are used which aim at giving a single value to the water quality of a source reducing great amount of parameters into a simpler expression and enabling easy interpretation of monitoring data. In this review, various water quality indices WQI used for assessing surface water quality are discussed.
As different National and International Agencies involved in water quality assessment and pollution control defines water quality criteria for different uses of water considering different indicator parameters, so there are numerous WQI specific to any region or area. An attempt to cover different water quality indices developed worldwide, their background and application area has been discussed here.
Acknowledging the vital importance of this scarce resource for human and animal life, as well as for maintaining ecological balance for economic and developmental activities of all kinds is a matter of utmost concern. In recent times, there has been a tremendous increase in demand for freshwater and water shortage in arid and semiarid regions due to population increase, urbanization, industrialization, and intense agricultural activities in many parts of world.
Due to inadequate supply of surface waters, most of the people are depending mainly on groundwater resources for drinking and domestic, industrial, and irrigation uses. Innumerable large towns and many cities derive water supply from groundwater and surface water for different uses through municipality network and also from large number of private boreholes.
Regular water quality monitoring of the water resources are absolutely necessary to assess the quality of water for ecosystem health and hygiene, industrial use, agricultural use and domestic use. With regards to environmental education, both articles point out that many opportunities for environmental education take place during play activities in the outdoor.
For Sandberg and Arlemalm-Hagser , the principle of pleasure creates a joyful learning environment where the children are actively engaged. Similarly, Edwards and Cutter-Mackenzie highlight the uniquely Australian environment can be used to engage children with nature.
Play in the outdoors is highlighted and educators are encouraged to use the Australian learning environment to offer children groundwork for lifelong environmental education.
Also, play develops social skills. Through play, friend making and social interactions take place. Edwards and Cutter Mackenzie suggest that social skills can be developed through play as children begin to take moral standpoints. In conclusion, both Swedish and Australian early childhood curriculum approaches environmental education in similar ways. While there are differences in terminology and focus, a key aspect of successful early childhood education is a consideration of context and making curriculum relevant.
This accounts for the contrast in environmental education approaches. Play is seen as significant across both nations and creates a pleasurable learning experience that children can actively engage and learn in. In the future, it is likely that a global trend to environmentalise early childhood curriculum will develop as educators see a growing need to develop sustainable thinkers for the future. Department of Education, Employment and Workplace Relations.
ADVERTISEMENTS: EE: Essay on Environmental Education! Environmental education (EE) refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behavior and ecosystems in order to live sustainably. ADVERTISEMENTS: The term is often used to imply education within the school system, from primary to post secondary.
Environmental education and play are two important facets of both Swedish and Australian early childhood curriculum. Sandberg and Arlemalm-Hagser () provide us with an overview of the Swedish curriculum, the current landscape of environmental education .
Environmental Education Environmental education (EE) refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behavior and ecosystem in order to live sustainably. Defining Environmental Education Environmental education is defined as the process that helps in creating awareness and understanding of the relationship between human being and nature. It helps in creating a bond between human cultures, innovation along with various aspects of nature.
The environment encompasses all the living and non-living things that occur on Earth. The fate of the environment is entwined with. Essay on The Need for Education on Environmental Sustainability - “Education is the most powerful weapon which you can use to change the world.” ― Nelson Mandela Within our busy lives, how many of us stop to think about how our everyday activities impact the environment.