EDA3046 Past paper

Oct/Nov 2012Question
11.1 Holistic Environment (5)- environment is more than just
nature. Everything around us is part of our environment. We must decide how
important it is for us to conserve it and whether we want to conserve it. The
space created by personalities, influences perceptions, attitudes and behaviour
in the environment. Aggression, love, helpfulness etc influence peoples attitudes
towards environment and others.

1.2 Environmental Education (4) a holistic study of the total environment and
creating positive attitudes towards the environment. It is concerned with
actions taken or skills learned to prevent environmental problems. Also see the
IUCN (1972) definition on p. 7 of Study Guide.
1.3 Sustainable Development (2) is a relatively new, confusing and
controversial concept. If it is to become a reality on a local, national and global
scale, new priorities must be set, new decisions made and new programmes and
policies created.

1.4 Ecosystem (2) -a biological community of interacting organisms and their

physical environment.

1.5 Biodiversity (2) the variety among living and non-living organisms in our
environment.
1.6 Overpopulation (2) the constant growth of humans that causes
environmental stress/strain.

1.7 Urbanisation (2)-many people living rural or simple lifestyles are migrating
to the city centres causing an increasing need for further construction of
buildings etc.

1.8 Desertification (2) a result of land degradation where the biological

potential of the soil and the ability to support populations is diminished.

1.9 Deforestation (2) the conversion of forests to non-forests uses such as

farming, selective timber cutting.

1.10 Pollution (2) 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
2.1.2
2.2.1
2.3.2
2.4.3
2.5.2
2.6.1
2.7.3
2.8.2
2.9.2
2.10.5

Question 3 (25)
this question is the same as question 6 of assignment 2. We must study this
question according how we answered it in our assignment. Hopefully we will get a
memo for assignment 2.

Question 4 (20)
International Environmental Education in the 20th century
Environmental Education in the international arena: 1990 2002.
1992 Earth Summit had a document called Agenda 21 emphasized the need for wide scale
environmental Ed, and the process involving teachers + students. Sustainable
development became a major factor. A Treaty on Environmental Education for
Sustainable Societies recognized the central role of education in shaping social
action and values. The NGO Forum Principles were formed as a result of this
(see pg. 43) These principles had a large social base. In 1997 a review was done
of the progress since the 1992 Rio Earth Summit. It was determined that little
had changed and that mainstream educators had not responded well
to the environmental crisis. Unesco published a document entitled education
for a sustainable future: a trans disciplinary vision for concerted action with
the aim of spurring
debate and mobilizing action in highlighting the importance of environmental
education and public awareness on sustainability.
The growing prominence of education for sustainability. Education for
Sustainability has
started to provide a sense of reorientation and focus for environmental
education around the globe. Janse van Rensburg alerts environmental educators
to the need for a more reflective view of change processes. She focuses on a
responsive process of change. Education has been highlighted for a way to
change in social-ecological, political and economic ways

Environmental Education in the international arena: 1990-2002

1992

Earth Summit had a document called Agenda 21 emphasized the need for
Wide scale environmental Ed, and the process involving teachers and students.
Sustainable development became a major factor .A Treaty on Environmental
Education for Sustainable Societies recognized the central role of education in
shaping social action and values. The NGO Forum Principles were formed as a
result of this.1997

A review was done of the progress since the 1992 Rio Earth Summit.
Unesco Published a document entitled education for a sustainable future: a
trans disciplinary vision for concerted action with the aim of spurring debate
and mobilizing
action in highlighting the importance of environmental education and public
awareness on sustainability.
Pre-1994 developments in South Africa
Conservation was largely found in SA prior to 1994 which was quite basic and
just focused on ecology. Slowly it became what is now known has environmental
education which is holistic and encompasses many aspects, including social,
political, cultural, economic and
urban environments. Environmental education was during the 1980s confused
with outdoor
education. In 1982 the first international conference on environmental
education was held in SA. This saw the formation of the EEASA (EE Association
of SA).Many NGOs popped up, such as the Wildlife Society of SA and the
Umgeni Valley Project. The UVP enjoyed the cooperation of the Natal ED
Department and the Natal Parks Board. Two very good EE programmes

Bophuthatswana and the National Environmental Awareness Council.
The White Paper on EE was tabled in 1989. It was based on the Tbilisi
Principles and
emphasized the EE should be talk all through education.EE was pioneered at
North West Uni. Rhodes, UNISA and Stellenbosch both played a major role.
Gold Fields, Swedish International Development Agency and Danish
International Development Agency all funded development.
Post-1994 developments in South Africa
Post 1994 a lot of work was put into a new curriculum. The 1995 White Paper on Education
and Training set the scene for a focus on EE at all school and tertiary levels.
The SA Constitution enshrines the right to a healthy environment, and truly
sustainable development has come to the fore in government policies. A clearer
African focus for EE is developing and is being found in industry training, public
education and communities.
Question 5 (10)
Ecological harmony with your local environment, organic food from good
sources,
healthy buildings, good waste management, clean and renewable water, renewable, non
-toxic energy sources used, technologies used for the common good.

Social safety and trust, adequate opportunities for communication, sharing,

diversity is honoured, personal growth is valued, options for achieving optimal
health exist, the flow of resources is balanced.

Spiritual cultural vitality, creativity and the arts, respect for spirituality, unity
and integrity in common life, flexibility to dealing with problems.
Question 6 (8)
Environmental learning strategies or approaches
There is a multitude of learning strategies, but some are more appropriate for
environmental learninga hands-on, experiential approach is preferred, where
learners are actively engaged and focused on environmental problems and
challenges. There is a big overlap between these strategies and they should
be used simultaneously, they will be discussed separately.
a) Active learning
Learners should not only learn about the environment but should also be active
participants in the learning situation in environmental education. They must be
given the opportunity to be critical and creative, as well as be able to discover
things on their own.
b) Authentic learning
Because of its nature, learning in environmental education should have an applied
focus and should be authentic. This implies learning about real environmental
threats and problems, and looking for real solutions to these challenges. It also
implies active ,hands-on learning.
c) Problem Solving
Problem solving and decision making are critical to ensure meaningful learning
experiences (Evans 2002: 5-6) in environmental education. With the correct
guidance and support, learners will make a genuine effort to solve problems if
they are real and especially if adults have been unable to find a solution.
d) Critical thinking
Critical thinking implies a higher, dimension of thought and requires learners to
acquire a lot of information on different perspectives associated with an
environmental problem, issue or risk if their critical engagement is to be
meaningful. It also requires teachers to have access to the same information in
order to avoid a narrow or simplified interpretation of issues.
Question 7 (2)
The United Nations Climate Change Conference, Durban 2011, delivered a
breakthrough on the international community's response to climate change

EDA3046 Past paper

May/June 2011Section A
Question 1
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.

Biodiversitythe 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)1.8

Desertification a result of land degradation where the biological potential of

the soil and the ability to support populations is diminished.1.9

Deforestation the conversion of forests to non-forests uses such as farming,

selective timber cutting.1.10

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 al
so 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 Chitsays 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. Shrivanbrings 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 ongoing 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 standardized 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 are favoured and less rigid time frames will be adapted by the
teachers. The learning content will no longer be focused on textbook 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 Indicatorspeople 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 honored 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!!