Çevre Eğitiminin Amaçları, Uğraşı Alanları Ve Sorunları


Ekoloji, 1996, Issue 21, Pages: 7-12



Environmenial education is a new interdisciplinary studyfield which was composed oftwo different scientific inquiry. one is environmenıal science based on physica! science, and the other is education based on hehavioral sciences. The objective of environmenial education is to set up a healthy communication and dialog between human heing and natural world in cognitive level so that the outiome should be to produce attitude and behaviour noi harmful to himselfand nature. it also aimsfor defining cultural, political, sociological, psychological and economic factors affeeting human behaviour at environmenial subjects. The problem in environmenıal education research is that ali researchers have hammered M'itli only one research paradigm called positivism (like a hammer) for years as if ali topics of inauiry were nails. To overeome this. researchers in this field suggest to use interpretive paradigm. By doing analogy. when a screwdrıver instead of hammer is most appropriate, use it. Environmenial knowledge transfer model should inelude rich sample material and background knowledge and historical dımension for each subjecl. Environmenıal education is primarly an inguıry in the sphere of human ecology rather than nature ecology. Basic answer from this inquiry is not to make any irreversible changes in nature consciously. Children can not be educated to solve tomorrows environmenial problems. However, they may given a help in terms of gaining basic imellectual skills essential to solving environmenial problems and keeping sensiuvity tovmrds environmenıal issues such as comunkation, thinking, problem defining and solving, decision making and research skills ete.


Environmental education, paradigm. positivism, interdisciplinary approach, holistic, ervironmental literarey, social values, public consciousness, biophysical environment, socio-cultural environment, human ecology, nature ecology, problem solving skill