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Facilitation in Education for the Environment
Journal article   Peer reviewed

Facilitation in Education for the Environment

Glyn J Thomas
Australian Journal of Environmental Education, Vol.21, pp.107-116
2005
DOI: https://doi.org/10.1017/S0814062600000999
url
https://doi.org/10.1017/S0814062600000999View
Published Version

Abstract

Education Environmental Sciences Studies in Human Society experiential learning environmental education sustainable development teacher training
The concept of education for the environment is well documented in the literature but is apparently less common in practice. Some of the reasons provided for this rhetoric-reality gap include: the controversial and political nature of the subject, the difficulty of empowering students into meaningful action, the challenge of using innovative methods, the difficulties associated with values education, and deficiencies in teacher preparation. Advocates of education for the environment encourage teachers to use student centred, experiential approaches yet provide little guidance to teachers on how to effectively utilise these approaches in their programs. There is a growing body of literature in the field of facilitation that is directly applicable to student-centred, experiential, environmental education. This paper will seek to demonstrate the relevance of facilitation skills, knowledge and experience to the effective implementation of education for the environment.

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Web Of Science research areas
Education & Educational Research

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#2 Zero Hunger
#4 Quality Education
#12 Responsible Consumption & Production
#13 Climate Action
#14 Life Below Water
#15 Life on Land

Source: InCites

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