Enlightening Others on the Environment

“I just don’t think about it”. WHY??

That is a common sentiment that I hear from people. It could be recycling the water bottle at the gym, turning the lights off in the bathroom, print double sided, etc. The question is “why”? Why don’t more people think about ‘it’?

When I started this assignment I was going in the direction of education alone. How do we educate? But then I found a class taught at Santa Clara University titled, Thinking Ethically About the Environment. Bingo! That’s it.

Its not to say that people that don’t think about the environment outside of themselves are unethical…… (sigh)!

The following three sentences put into perspective that may be helpful in effecting change and policy:

“Moral reasoning is not a substitute for science, but it provides a powerful complement to scientific knowledge about the earth. Science does not teach us to care. Scientific knowledge does not, by itself, provide reasons for environmental protection.” www.scu.edu/ethics/practicing/focusareas/environmental_ethics

In the most general sense, environmental ethics considers three key propositions:

• the Earth and its creatures have moral status, in other words, are worthy of our ethical concern;

• the Earth and its creatures have intrinsic value, meaning that they have moral value merely because they exist, not only because they meet human needs;

• drawing from the idea of an ecosystem, human beings should consider "wholes" that include other forms of life and the environment.

Now, we have established the direction towards educating on the environment but how?

The United Nations Environment Program present some guidelines but I felt they are ineffective and too obvious.

Then I found an organization for teachers that spell out how to teach and raise the awareness of the environment. I thought the tools described below were applicable for all audiences, students and policy makers alike.

If your goal is to promote environmentally favorable behavior in your students, consider a hands-on project that will challenge students to consider the environmental impacts of their own actions.

Teaching environmental topics can bring out unexpected responses in your students. For example, when you cover the topic of Earth's resources in a physical geology course, you may find previously mild-mannered students become impassioned about the topics, or otherwise attentive and hard-working pupils dig in their heels and resist the information. But when the subject matter seems to confront one's personal lifestyle, political leanings or economic situation, then the topic may be perceived in a very different light.

What are some strategies to teach environmental topics, particularly controversial ones, without coming up against affective barriers to learning? How can you help students or policy makers learn the science and the policy without getting weighed down by feeling guilty or defiant?

Teach the science first
Even though most environmental topics are a blend of science, policy, economics and human impacts, it may be helpful to separate these into three distinct sub-topics. First, present the science objectively, using data and relevant examples. Next, discuss the policy and economic issues related to this topic. Once those subjects are covered thoroughly, students will often be interested to learn what their own personal stake may be. By setting the stage deliberately, students are more likely to be receptive to the information and are less likely to get turned off.

Teach with data
Statements like "species are going extinct at an alarming rate," "wetlands are being turned into strip malls," and "the climate is getting hotter" are emotional statements (even if true) and will elicit emotional responses. Rather than risk sounding like an alarmist, let the data speak for itself. Have people work through data sets, and they can discover for themselves the rate and extent of environmental change. In some cases, they still may end up being surprised or emotional, but it's because they reached their own conclusion, not because you told them to be alarmed.

Clearly define your role and your teaching approach
There are many ways to teach environmental issues. Before jumping into your curriculum, consider what your desired outcomes are and what approach you will take. Is your intent to teach just the relevant scientific processes, to promote an awareness of environmental issues, or to lead students toward a shift in their own environmental behavior? In the classroom, do you assume the role of environmental guardian, a free-marketer, or a devil's advocate? It's important to consciously consider what your goals are and how you can best achieve them. Lead by example, but don't preach
Preaching to the class about what's "good" and what's "bad" will likely have the opposite effect than you intended; it can be a major turn-off for students. (www.serc.carleton.edu)

Although these techniques were with the classroom in mind, every one we come in contact with is our student and the planet is our classroom.