Environmental Education for Adult Learners. ERIC/SMEAC Environmental Education Digest.

Autor/in	Disinger, John F.
Institution	ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.
Titel	Environmental Education for Adult Learners. ERIC/SMEAC Environmental Education Digest.
Quelle	(1991), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Cognitive Development; Communications; Community Involvement; Controversial Issues (Course Content); Decision Making; Environmental Education; Interdisciplinary Approach; Mass Media; Program Descriptions; Public Opinion; Public Policy; Recycling; Science Education; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Kognitive Entwicklung; Nachrichtenwesen; Controversial issues; Kontroverse; Decision-making; Entscheidungsfindung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Massenmedien; Öffentliche Meinung; Öffentliche Ordnung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Three relatively distinct groups demonstrating personal and professional interest in environmental education for adults are environmentalists, environmental educators, and adult educators. The agenda of each group, its potential contribution, and its limitations are discussed. The development of communication and cooperation among these groups, perhaps leading to joint programming and planning and enabling each to achieve its educational and environmental objectives more effectively, is described. The importance of professional environmental educators in initiating, supporting, and participating in cooperative efforts is emphasized. Sections include (1) "How are Social and Political Responses Related?"; (2) "What Bridges Can Be Built?"; (3) "Objective: Knowledge and/or Action?"; and (4) "What Programs and Models Exist"? (KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC