Holistic Approach To Ecological Education Essay
In this article I discuss the ways to implement ecological education as lifelong learning, to take action in school curriculum and to examine the factors on ecology education.
1. Holistic approach to ecological education
Due to the ecological crisis has many dimensions, ecology education should integrate the social, cultural, and scientific domains. According to Cherif (1992) it is our social and cultural way of life (ethical, economic, political, aesthetic, and religious) that affects the way we perceive and respond to the physical environment. Though there are teachers who teach about the environ¬ment in math, art, literature, language, and/or social studies, many others usually deal only with the scientific aspect of the environment. As Cerovsky (1977) points out, the consequences are considerable: many of the problems now confronting us “have arisen because scientific discoveries and technology have been applied without due consideration to the social consequences” (p. 65). Therefore, to be effective, ecology
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Today, only human ecology has attempted to integrate these domains.
2. The location of ecology in national curriculum of Tajikistan
Ecology lacks a distinct place in the school curriculum as an individual discipline, and environmental education has low priority among educational administrators at the high school level (Cherif, 1992). In British Columbia, for example, though environmental themes, concepts, or topics can be found in the prescribed curriculum, “there is no course, or even a course unit or topic within the entire provin¬cial curriculum that is actually titled ‘Environmental Education’ ” (McClaren 1987, p. 51). Even though teachers generally try to integrate and teach it as a part of another subject normally found in the schools, to those who feel a strong sense that developing environ¬mental understanding in public schools is essential, this is a frustrating situation (McClaren 1987, p. 51).
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