EDA3046 Section A Question 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.

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Past paper May/June 2011

Environment - total sum of surrounding things, conditions or influences. The totality of

circumstances surrounding an organism or group of organisms

Environmental Education a holistic study of the total environment and creating positive attitudes toward the environment. Ecology the interaction and relationship between organisms and their environment. Health Hazards many diseases, some contagious that reach epidemic and pandemic proportions. Biodiversity the variety among living and non-living organisms in our environment. Overpopulation the constant growth of humans that causes environmental stress/strain. Urbanisation many people living rural or simple lifestyles are migrating to the city centres causing an increasing need for further construction of buildings etc (Urbanisation) Desertification a result of land degradation where the biological potential of the soil and the ability to support populations is diminished. Deforestation the conversion of forests to non-forests uses such as farming, selective timber cutting. Pollution poisoning of the environment with substances that reduce the ability to support life or poisoning the environment with substances beyond its capacity to handle.

Question 2 Yes and No, I believe religion has a powerful influence on the attitude towards the environment. There is a central belief amongst religions that god created nature and it should be protected. Many people that follow their religions whole heartedly believe that nature and humans were created equally, this causes many to strive to protect and respect the environment. However, some beliefs promote a man over nature attitude and believe man has dominance over nature. I also feel that religion shouldnt have such an impact on the attitude towards the environment. Unfortunately, many people do not follow their religions completely, greed and self-perseverance has played a big part in the destruction of the environment. Religion is also considered a sensitive topic, many feel that all religions should be taught in schools (not just Christianity)I personally feel that as many religions differ (even slightly) in their views of the environment, there should be one set of rules/guidelines concerning the environment . I understand that this will never happen but feel that a central belief concerning the environment has a greater chance of being successful. 2.1 Christianity ancient Christian beliefs believed that humans were the most important species and that they had a right to rule nature and use resources however they see fit. They believed there was a hierarchy of beings on earth and their domination of nature was part of Gods plan. However, some believe that God and the world are entwined and that all living things should be valued and that the natural world should be treated with care and respect. 2.2 Islam Islamic religion believes that everything was created in balance, humans are a part of nature. They believe God holds dominance over nature, he created everything for a reason and he

knows what they need to survive. They have rules about the use of the environment, water is precious and should be used with discretion. It is believed to be unlawful to catch an animal with the intent to keep it. Herbivores may be hunted but should be killed in a certain way. Carnivores are not to be hunted, unless they present a threat to someone or the community. No wastage is allowed, the whole animal must be used. Plants may be used by all humans but only if no one else is disadvantaged or the supply runs short. Islamic laws and value judgments clearly explain the aims and principles concerning the use of the land, water, vegetation and livestock. 2.3 Buddhism Buddhism believes all living creatures should be treated with love and respect. They believe in reincarnation and therefore see many things as mothers and fathers. Being kind to animals is important as it is believed that they could return as one in a next life and showing kindness will earn you points for the life to come. They believe the body and other living beings are made up of four elements (earth, fire, water and air) and no beings that breathe may be killed. It is believed that nature is influenced by human morality, they feel if morality improves so will the environment. Buddhism strongly believes in a non-violent attitude (evens towards plants). They are reminded that everything they use for their daily needs has come at the expense of another. Karma is a big part of Buddhism, what you say, think and do now will affect your next life. 2.4 Judaism They have a Declaration on Nature it is believed the creation is good and reflects the impressiveness/importance of the creator (God). They feel that biodiversity must be cherished as everything was created for a reason. A hierarchy from lowest to highest with man (as they believe man was created in the image of God) at the top. Humans and earth are dependent on each other. Jews believe there is a direct connection with morality and prosperity. The Baltash Chit says that humans are here on earth to guard over nature not destroy it. It is Gods gift to humans and should be treated with respect and be conserved, but they believe a life of a human is worth more than that of an animal. Animals must not be kept unless good care is being taken of them, animals must eat before their human owners have their meal, animals should also rest on the day of Sabbath. An annual festival of trees takes place where children must plant trees. Fruit trees may not be chopped down under any circumstances and certain trees get planted at the birth of a boy or girl (each have their own type) and these will become the responsibility of the boys and girls when they are old enough. 2.5 Hinduism They believe in the equality of life. The believe in a World Forest and three types are identified: 1. Shrivan brings prosperity 2. Tapvan which one can mediate 3. Mahavana all species may find shelter without fear of prosecution or extermination Hindus believe in Human Ecology which consists of seven facets :forest splendour, spirituality, culture, heritage, pilgrimage, human welfare and human energy. They believe that Vishnu (God) is made up of the oceans, clouds, mountains, sun+moon, rivers, and trees. He is the creation, everything lived and forms part of Vishnu for this reason they believe the earth does not belong to any human or living being. They supply a daily sacrifice in the temple for Vishnu as they believe if you are spiritualist then you will prosper. As they believe Vishnu is

reincarnated as an animal this makes animals sacred. Plant and animals are thought to have a life of their own and planting trees is important to them. Question 3 3.1 Curriculum Development as an open ended process:

The curriculum being an open ended process allows for reflection and regular reviews. The environment is an ever changing issue and the development of the curriculum is a process and is on going therefore it cannot be seen as fixed and allows for teachers to participate in the development process. The spiral curriculum model was formed as a basis for a successful South African Curriculum project called Learning for Sustainability Project 3.2 Participation in the Curriculum:

This notion is derived from the constructivist theory, which argues that the learner has the ability to organise, construct and use knowledge in interaction with others. Participation in curriculum development can lead to teachers negotiating the curriculum which is a new possibility in South Africa and the spiral model allows for this. Also appraisals of learners after standardised curricula, learning straight from the text book and being in a classroom environment all the time have proven that some ways of schooling can reduce or detract from being in a more-than-human world. 3.3 Curriculum Development for Social Change:

Many believe teachers can act as agents for change by adopting a Social Critical Orientation to the environment. Some see environmental education as a vehicle towards social change. Janse Van Rensburg + Le Roux maintain that the knowledge that shapes our educational practice and our actions in the environment is socially constructed and open to review There are three different calls for change, economic needs, the state of society and self-concepts of young people. 3.4 Outcomes based Education:

OBE is very popular with many countries and is compatible with environmental education. OBE is learner centered, the learner does not just gain knowledge but has to understand what they are learning and will need to develop certain skills, attitudes and values. The learners take responsibility for themselves and work at their own pace. Learning programmes which consist of sets of activities that the learner will be involved in while working towards the achievement of one or more specific outcomes. Teachers have the freedom to develop their own learning programmes based on guidelines provided by the Education Department, they are facilitators. Learning activities are more important than teaching activities. Hands on learning and group learning is favoured and less rigid time frames will be adapted by the teachers. The learning content will no longer be focused on text book but on acquired knowledge. Assessment will be continuous and a variety of assessment strategies will be implemented to determine whether the learning process has led to the attainment of specific outcomes. Question 4 4.1 Ecological Indicators people are connected to where they live, they live in harmony within the ecological system. Human lifestyles rejuvenate rather than diminish the integrity of the

environment. Structures are designed to blend and compliment the natural environment, natural, re-newable and non-toxic materials and methods are used. Food comes from local sources is organic. The consumption and generation of waste are minimised, human waste or waste water are disposed of or recycled in a way that is beneficial to the community/environment. The community is aware of its water source which is kept clean, they respect and protect it. Renewable non-toxic energy sources are used to heat and power the community and innovative technologies are neither exploited or suppressed. 4.2 Social Indicators - there is a sense of social stability in the community life, foundation of safety and trust enables individuals to express themselves freely to the benefit of all. Talents, skills and other resources are shared freely within the community and are offered outside of the community to serve the greater good. There are adequate opportunities / technologies for communication within the community. Diversity is honoured as a source of health, vitality and creativity in the natural environment. Acceptance, inclusivity and transparency foster understanding of the benefits of diversity, enrich our environmental + social experiences and promote justice. Personal growth, learning and creativity are nurtured. Opportunities for learning and teaching are available to all ages. Options for restoring, maintaining or improving health (physical, emotional and mental, spiritual) are available and affordable including natural remedies and alternative health practices. The flow of resources, good and services, giving and receiving of funds is balanced to meet community needs and wishes. Surpluses are shared. 4.3 Spiritual Indicators Cultural vitality is sustained through artistic and other cultural activities and celebrations. Creativity and the arts are seen as an expression of unity and interrelationship to our universe. Leisure time is valued. There is respect and support for spirituality, opportunities are available for the development of the inner self, a sense of joy and belonging is fostered through celebrations and rituals. A common vision and agreement that express commitment, shared cultural beliefs, values define and express uniqueness of each community. Qualities and commonalities of a community provide unity and integrity to community life. There is a capacity for flexibility and successful responsiveness to difficulties that arise. There is a growing understanding of the interconnectedness and interdependence of all the elements of life on earth. The community consciously chooses and contributes to the creation of a peaceful loving sustainable world. Question 5 Yes, I agree with this statement because some learners find it easier to learn through participation. It is relevant to teach learners at a young age about environmental issues and young learners learn better by actively taking part. If they experience the benefits of planting a vegetable garden for instance they will more likely apply this knowledge to later life. 5.1 Active Learning learners should not only learn about the environment but be active participants. They should be given opportunities to be critical and creative, to discover new things on their own. It should allow them to gain knowledge skills, attitudes that will help them to understand and face many environmental issues. The learners should become proficient in problem solving and applying their solutions wherever possible. Active learning requires learners to transform information into new, personal meaning. The learning tasks should facilitate exploration and elaboration.

5.2 Authentic Learning environmental education should have an applied focus, learners should learn about real environmental threats and problems. They should look for real solutions and it should be hands-on learning. Teachers should use local sources of information such as local resources and newspapers. Wherever possible learning should include authentic tasks and take place in the real world. It helps learners understand the interaction of environmental, social and economic processes and helps learners to handle the complexity of sustainable development. 5.3 Problem Solving Problem solving and decision making is critical to ensure meaningful learning experiences. As long as learners are provided with correct guidance and support they will make an effort to solve real problems especially if an adult has been unsuccessful. If they have succeeded in securing change (expectations should not be set to high) it instils a sense of achievement, become more involved and show responsible attitude toward environment. 5.4 Critical Thinking Learners should gain a lot of information on different views of an environmental problem. Teachers should have access to the same information in order to avoid a narrow or simple interpretation of the issues. Critical thinking skills are a very important in environmental education. This comprises of content knowledge, procedural and positive attitude to use knowledge and thinking skills. It develops logical reasoning, creative thinking and problem solving. Enables learners to construct, critique, emancipate and transform their environment!!