Relevant bibliographies by topics / Social and environmental education

Academic literature on the topic 'Social and environmental education'

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Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Social and environmental education"

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Freitas, Eduardo Silva. "Representações sociais, meio ambiente e saúde: por uma educação ambiental de qualidade." O Mundo da Saúde 30, no. 4 (December 5, 2006): 598–606. http://dx.doi.org/10.15343/0104-7809.200630.4.9.

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Posch, Peter. "Social Change and Environmental Education." Australian Journal of Environmental Education 13 (1997): 1–6. http://dx.doi.org/10.1017/s0814062600002755.

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Hutton, Drew. "Social ecology and environmental education." Australian Journal of Environmental Education 2 (June 1986): 11–14. http://dx.doi.org/10.1017/s081406260000433x.

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AbstractA world view is emerging in areas like peace education, environmental education, justice education and development education which cannot be understood simply by applying old assumptions to these areas. This world view involves a different ethical framework, a different epistemology and a different way of functioning in order to achieve goals. I call this new world view social ecology, a philosophy which has emerged as a result of the threats to our planet and which takes as its starting point such principles as ecological sustainability, non-violence, grass-roots democracy and social equality.
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Hursh, David, and Camille Anne Martina. "Education, Environmental Health and Social Justice." Policy Futures in Education 12, no. 7 (January 2014): 917–19. http://dx.doi.org/10.2304/pfie.2014.12.7.917.

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Dessai, Kissan G. G., and Manoj S. Kamat. "Social Network Intervention in Environmental Education." International Journal of Technology and Educational Marketing 3, no. 2 (July 2013): 49–62. http://dx.doi.org/10.4018/ijtem.2013070104.

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In the recent past Environmental Education (EE) has been introduced as one of the core course in the curriculum of higher education in India. The objective was to make every student aware of the biodiversity and infuse a pro-environmental attitude in them. The efforts to achieve this objective through traditional methods of classroom teaching, predefined syllabus and textbooks has not produced the expected results. We need an approach that will impart values and educate students to conserve and protect various elements of our of biological wealth. With so much of success of social networking sites such as Facebook, Twitter, Linkedln and YouTube amongst the young generation for information sharing and communication, one is compelled to think whether social networks and social media can be of any help in making courses such as Environmental Education (EE) more attractive and informative. With this guided inquiry we used Facebook’s information dissemination platform with an aim of creating and promoting learning environment for exploring, proposing strategies, resources, and information sources to students collaboratively. The preliminary results and feedback from student community are very encouraging and motivating, depicting deployment of environment friendly attitude in students.
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Naranjo, Nélida Ramírez. "Environmental Issues and Social Work Education." British Journal of Social Work 50, no. 2 (January 31, 2020): 447–63. http://dx.doi.org/10.1093/bjsw/bcz168.

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Abstract Environmental issues have been well-documented in recent years, paying particular attention to the anthropogenic climate change impact. To date, research addressing the relationship between environmental issues, environmental justice and sustainability within social work education has been scarce. The importance of these topics in education, especially in social work programmes must be well understood and research being generated on these subjects must increase. The primary goal of this article is to help increase the conversation and debates about environmental issues, environmental justice and sustainability within the social work academic community. Social work scholars must analyse and discuss opportunities and difficulties that are presented by the necessity to make the subjects mentioned, key concepts of the core curriculum and base for social work education. The secondary goal is to describe practical ways that environmental issues, environmental justice and sustainability content can be integrated into social work education to better equip professionals with the tools to assist in the continuously growing global environmental issues.
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Rambaree, Komalsingh. "Environmental social work." International Journal of Sustainability in Higher Education 21, no. 3 (February 8, 2020): 557–74. http://dx.doi.org/10.1108/ijshe-09-2019-0270.

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Purpose Environmental social work (ESW) is an approach and a perspective in social work focusing on ecological and environmental sustainability and justice within the context of sustainable development (SD). This study aims to analyse students’ reflective tasks on challenges for ESW education and practice from a critical theory perspective. The purpose of this study is to discuss the implications of the findings for accelerating the implementation of SD in social work curricula. Design/methodology/approach The research participants comprised 49 master level students from four different cohorts studying the course “Social Work and Sustainable Development” at the University of Gävle, Sweden. The sample comprised only those students who had completed at least one of the three non-mandatory reflective tasks that were set within the course. The reflective tasks of the research participants were gathered as data for this study. A qualitative methodological approach with the help of ATLAS-ti V8.4 was used to analyse the gathered data. Findings This study discusses three primary results, which are categorised as “Being Boxed”, “Safe and Saviour Sweden” and “Politics and Power”. Based on the results, this study argues for a transformative and emancipatory pedagogy (TEP) in the teaching and learning of ESW to accelerate the implementation of holistic SD within the social work curriculum. Research limitations/implications This study is mainly based on the analysis of “problematic” discourses of some of the students. The majority of the students and their respective discourses are not considered. Moreover, it would have been interesting, and probably enlightening to explore the background of the students (such as gender, ethnicity and religion) and any concomitant beliefs or prejudices (whether consciously held or otherwise) that would need to be addressed for an effective social work outcome. For ethical reasons, the background of the students was not recorded and analysed in this study. Practical implications Based on the results, this study argues for TEP in catalysing environmentalism within the social work curricula. Social implications Social workers have a political mandate from their professional ethics to work for the protection of the planet and for the well-being of all – including non-humans. This study therefore argues for ESW education within social work curricula in promoting SD through social work practice. Originality/value Within the context of SD, there is a global call for social work education to shift from an anthropocentric to an eco-centric paradigm. However, ESW education is still in its infancy stage and very few universities are focusing in this particular area. This study therefore brings an important and well-needed layer of empirical evidence in considering the implications for catalysing environmentalism within the social work curricula.
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Shaw, Jane S. "Environmental education." Society 41, no. 1 (November 2003): 60–66. http://dx.doi.org/10.1007/bf02688205.

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Bay, Uschi. "Environmental Social Work." Social Work Education 32, no. 5 (August 2013): 693–95. http://dx.doi.org/10.1080/02615479.2013.797655.

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SUZUKI, Zenji. "Special issue : environmental education and social enlightenment.Present situation and issue of environmental education." Journal of Environmental Conservation Engineering 20, no. 4 (1991): 213–16. http://dx.doi.org/10.5956/jriet.20.213.

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Dissertations / Theses on the topic "Social and environmental education"

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SOUZA, ROOSEVELT FIDELES DE. "AN EXPERIENCE ON ENVIRONMENTAL EDUCATION: BUILDING SOCIAL-ENVIRONMENTAL VALUES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4302@1.

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Este estudo teve como motivação inicial a experiência profissional do autor,como educador e geógrafo, atuando na iniciativa denominada Projeto de Educação Ambiental com Crianças de Escolas públicas, que vem sendo realizada no campus da Pontifícia Universidade Católica do Rio de Janeiro desde 1998. Este projeto foi desenvolvido pelo Núcleo Interdisciplinar de Meio Ambiente - NIMA/PUC-Rio, com o objetivo de integrar as escolas públicas com a Universidade, através de aulas de Educação Ambiental, tendo como meta a formação de valores ético-ambientais para o exercício da cidadania das futuras gerações. Baseado nesta experiência de projeto social, que visa atender às crianças mais carentes que estudam nas escolas públicas no bairro da Gávea e moradoras das comunidades carentes da Rocinha, Vidigal, Parque da Cidade e Cruzada São Sebastião, localizadas próximas ao campus da PUC-Rio, são apresentadas aqui as reflexões e potencialidades de transformação social do Projeto de Educação Ambiental com Crianças de Escolas Públicas. A análise deste Projeto, enquanto um modelo que visa responder aos atuais apelos da recente Lei Federal de Educação Ambiental e da Lei Estadual, sobretudo no que se refere a sua dimensão não-formal, constitui o escopo desta dissertação. Em outras palavras, este trabalho avalia as ações e práticas educativas voltadas para a sensibilização da coletividade sobre as questões ambientais, com a participação e parceria de escolas, Universidade e empresas, e das transformações processadas com valores éticos presentes na relação do homem com o seu meio ambiente, através de um projeto de Educação Ambiental, realizado junto às crianças e adolescentes estudantes da rede pública de educação no Estado do Rio de Janeiro.
This research was motivated by the author s professional experience, as a Geography teacher, working as a member of the team responsible for the Project of Environmental Education for Public School Children, which has been taking place within the Pontifical Catholic University of Rio de Janeiro campus since 1998. This project was developed by the Interdisciplinary Center for the Environment - NIMA/PUC-Rio to promote the integration of the public schools with the university,throughout Environmental Education classes. The goal of the project is to develop ethical-environmental values for the exercise of future generations citizenship. The purpose of this initiative is to serve the poor children, who attend classes of the public schools of Gávea, Rocinha, Vidigal, Parque da Cidade e Cruzada de São Sebastião neighborhoods, located near by PUC- Rio campus. Based on this experience, the author describes the perspectives for social change of the Project of Environmental Education for Public School Children. The core subject of this dissertation is an analysis of this project, taken as a model response to the determinations of the recent Federal and State Laws for environmental education, with emphasis on non-formal education. In other words, this essay describes the educational actions and practices designed to wake up collective sensibility towards environmental issues, relying on the partner ship established by schools with universities and companies. This dissertation is concerned with the ethical valves which comes out of the relation ship between mankind and its surrounding nature and the transformations that can be accomplished by an Environmental Education Project such as this one offered to the children of the public education system of the State of Rio de Janeiro.
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Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.

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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
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RIBEIRO, LUCIANA MELLO. "THE ROLE OF SOCIAL REPRESENTATIONS IN ENVIRONMENTAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4292@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A pesquisa buscou identificar as representações de ambiente, educação e informação que mobilizam a prática de educadores e jornalistas ambientais e a forma como isso ocorre. Procurou-se entender como se constituem tais representações e que relação guarda o processo de construção destas com aspectos da vida, como a família, a formação para o trabalho e o exercício profissional. Os dados foram colhidos através de entrevistas semi- estruturadas, havendo questões em comum e outras específicas a cada uma das profissões. Para a interpretação, utilizou-se a análise de conteúdo. Entender como se estruturam as representações destes profissionais contribui para pensar possíveis estratégias para a formação continuada, destinadas a qualificar a educação ambiental e o ecojornalismo. A percepção, os valores e a experiência foram componentes significativos para desvendar o caminho das representações.
The research had the scope of identifying the environment, education and information representations, which mobilize the practice of educators and newspapermen and how it occurs. We have tried to understand how such representations are created and what relationship the process of construction of these has with aspects of life, as the family, the formation for work and the professional practice. The data have been gathered by means of semi- structured interviews, having questions in common and other ones specific to each of the professions. As regards interpretation the content analysis has been used. Understanding how the representations of these professionals are structured contributes to think possible strategies for continued formation with the purpose of qualifying the environmental education and ecojournalism. The perception, values and the experience were significant components to unveil the path of representations.
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Price, Leigh. "A transdisciplinary explanatory critique of environmental education." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/909/.

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Whelan, James M., and n/a. "Education and Training For Effective Environmental Advocacy." Griffith University. Australian School of Environmental Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.140105.

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Research on environmental advocacy has tended to focus on outcomes and achievements rather than the processes through which these are achieved. In addition, minimal research has attended in detail to the complexity of environmental advocacy, or explored measures to through which to enhance advocates’ prospects of success. The environment movement itself has given scarce attention to promoting the skills, abilities and predispositions that contribute to effective advocacy. Indeed, most environmental non-government organisations (ENGOs) in Australia appear to believe that scientific or expert knowledge will be sufficient to influence environmental decision-makers and consequently provide minimal training or education to enhance advocacy. This thesis is a response to these problems. It seeks to develop an understanding of, and model for, activist education and training in the Australian environment movement. The two main bodies of literature that inform the study are social movement and adult education literature. The former provides the context for the study. Social movement theorists present various explanations of how and why environmental activists work for change. These theorists also discuss the organisational structures and modes of operation typically adopted by activists. The second body of literature is utilised in this thesis to provide a synthesis of relevant educational orientations, traditions and practices. Popular, experiential and adult environmental education offer promising strategies for advocacy organisations that seek to enhance activists’ skills and abilities. The research questions posed in this study lie at the convergence of these two bodies of literature. Two empirical studies were undertaken during this inquiry. The first was conducted with the Queensland Conservation Council, an environmental advocacy organisation where the researcher was employed for five years. The study drew on methods and techniques associated with ethnography and action research to identify, implement and evaluate a range of interventions which aimed to educate and train advocates. Three cycles of inquiry generated useful insights into environmental advocacy and identified useful strategies through which advocacy may be enhanced. The second study, a case study based on interviews and observation, explored the Heart Politics movement. The ethnographic research methods utilised in this case study resulted in a rich description and critical appreciation of the strengths and weaknesses of Heart Politics gatherings as activist education. These two studies contributed to the development of a grounded and endogenous theory of education and training for environmental advocacy. This theory is based on a set of observations concerning the provision of activist education: (1) that most activist learning occurs informally and unintentionally through participation in social action such as environmental campaigns; (2) that this learning can be assessed according to a five-category framework and tends to favour specific categories including the development of social action and organisational development skills rather than alternative categories such as political analysis and personal development; (3) that this informal learning can be harnessed and enhanced through strategies which situate learning in the context of action and promote heightened awareness of the learning dimension of social action; and (4) that a key obstacle to education and training in the environment movement is a conspicuous lack of professional development or support for the people involved in facilitating and coordinating activist education activities and programs. These people are often volunteers and infrequently possess qualifications as educators or facilitators but are more likely to be seasoned activists. They tend to work in isolation as activist education activities are sporadic, geographically diffuse and ad hoc. These observations along with other insights acquired through participatory action research and ethnographic inquiry led to a set of conclusions, some of which have already been implemented or initiated during the course of this study. The first conclusion is that strategies to promote the professional development of activist educators may benefit from the development of texts tailored to the tactical orientations and political and other circumstances of Australian environmental advocacy groups. Texts, alone, are considered an inadequate response. The study also concludes that informal networks, formal and informal courses and other strategies to assist collaboration and peer learning among activist educators offer considerable benefits. Other conclusions pertain to the benefits of collaborating with adult educators and tertiary institutions, and professionals, to the relative merits of activist workshops and other forms of delivery, to the opportunities for activist training presented by regular environment movement gatherings and conferences and to the significant merits of promoting and supporting mentorship relationships between novice and experienced activists.
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Westbrook, Johnnie Ray. "Enhancing Limited-Resource Farmers' Economic, Environmental, and Social Outcomes Through Extension Education." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/39743.

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This research examined how the North Carolina A & T State University Cooperative Extension program has helped limited-resource farmers realize economic, environmental, and social outcomes through its 1890 Extension education program. Since1990, there has been little research on recent contributions of 1890 Extension programs for this audience. This inquiry described educational collaborative efforts among the North Carolina A & T Extension program, North Carolina State University (NCSU), other 1862 land-grant universities, community-based organizations, and government agencies providing nonformal education and services to limited-resource farmers. Personal interviews were conducted with two Extension specialists, one associate, two agents, and two agricultural and natural resource technicians. A focus group was conducted with nine limited-resource farmers.The findings revealed that the Farmers Adopting Computer Training (FACT), Plasticulture, and Pastured-Swine programs have helped enhance limited-resource farmers' economic, environmental, and social outcomes. In addition, the participants confirmed caring, trust, and relationship building as qualities that encouraged their participation. However, participants indicated that scheduling Extension programs that conflict with planting and harvesting season and programs that do not address farmers' needs and issues prevent their participation in Extension programs. Furthermore, North Carolina A & T Extension programs involved farmers in program planning through advisory committees and mentoring other farmers. Participants indicated that NC A & T collaborates with North Carolina State University, community-based organizations, and other government agencies to meet the needs of limited-resource farmers.The data suggest that the following improvements and changes for the North Carolina A & T Extension program: (a) use the outcome-based evaluation approach to evaluate Extension programs, (b) provide training for Extension faculty on program planning models, (c) continue the FACT, plasticulture, and pastured-swine production programs, (d) educate faculty in other schools and colleges at NC A & T State University about Extension programs, and (e) develop joint programs with other schools and colleges at North Carolina A & T State University.
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Tlebere, Thabo Eugene. "A model for supporting environmental awereness in higher education using social media." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020820.

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University sustainability is a field of research that has been gaining increased interest in recent years. The reduction of environmental impact has become a strategic objective of universities globally. Universities have been prompted to take necessary action to ensure that their environmental impact is at a minimum. The environmental component of sustainability deals with the current conservation of the earth’s natural resources so that future generations can also have access to them. Human beings, due to their increasing needs, are accountable for the exploitation of natural resources. They are regarded as the main contributors to imbalances in the natural systems. Environmental concerns such as global warming, deforestations, disposal of wastes, and ozone reduction are the outcomes of the damage caused by humans on the environment. The aim of environmental education is to acquire remediation of the environment by making individuals aware of the environment and by educating them about how to live a more sustainable lifestyle. Environmental awareness is perceived as knowledge of the factors that affect the environment and having sensitivity towards the environment. Higher Education Institutions (HEIs) bear the responsibility of educating individuals about environmental issues since they provide education to future leaders in society who may have an influence on future conditions in the environment. Social media are capable of delivering information to a large spectrum of audiences at a low cost. The Pew Internet American Life Project reported that the number of adults who utilise social media has increased by 57 percent from 2005 to 2011. Several environmental activist organisations utilise social media to carry out environmental awareness campaigns. In this study two environmental awareness campaigns which were powered by social media were conducted to improve environmental awareness of individuals in a higher education environment. A Social media Model for ENvironmental Awareness (SMENA) was developed to facilitate the environmental awareness campaigns. The SMENA includes a website, social media as well as theoretical guidelines for creating environmental awareness campaigns, and for using social media for environmental awareness campaigns. A case study at the Nelson Mandela Metropolitan University (NMMU) was used to empirically evaluate SMENA. Students at the Department of Computer Sciences of NMMU were exposed to information about environmental issues through social media with the intention of improving their environmental knowledge and awareness. The SMENA website usability was rated positively and students enjoyed the blogs and information distributed by means of social media. The results of the study intervention were positive and showed that social media can be used to improve the environmental knowledge of students. This study provides a valuable contribution to both the field of environmental education and social media usage and acceptance. The guidelines and requirements for using social media to improve environmental awareness provided in this study can be used to assist educators and university management with addressing the problems of reducing environmental impact.
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Law, Man-suet Michelle, and 羅文雪. "Achieving corporate sustainability through environmental education and training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.

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Education and training are recognized as the crux of developing green organizational cultures in the achievement of corporate sustainability. Should ecology training be linked with the practical work of corporate members? Should they “learn by doing” or “do by learning”? The present study covered the links between environmental education and training and its success in greening the employees and corporate cultures. It investigated the effectiveness of environmental training and models a suitable training approach in developing environmentally aware corporate cultures. The study first revealed the drivers and challenges of implementing environmental education and training in managerial perception. 13 environmental managers of sustainability leading corporations and governmental departments in Hong Kong were surveyed by either face-to-face interviews or mailed questionnaires survey. The role of environmental education and training in raising employees’ awareness toward a more sustainable manner has been fully recognized by the surveyed mangers. However, engaging employees in environmental learning was found to be the single biggest challenge among the managers. Managers have faced a dilemma when designing training content and training approaches. A wide range of rationales and determining factors were identified in the study. They were employee interests and motivation, training practicability and applicability, justification of resources and continuity of training impacts. A series of environmental education and awareness training programmes of The Hongkong and Shanghai Banking Corporation Limited (HSBC) were used as a case study. Evaluation of the training outcomes, in terms of changes in participants’ environmental knowledge, attitudes and behaviour, was surveyed by using self-completion questionnaires with retrospective post- and then-test design. Across the 47 responses, the results show that employees gained knowledge and changed their values and behaviour towards the environment significantly. The acquisition of knowledge and attitude change leads to the development of green behaviour both in the workplace and at home. Training design and approach, relevance and applicability of training content were found to have the greatest impact on the training outcomes. A combination of direct- and indirect- experiences in the training is also essential as the employees have direct contact with nature for affective-based attitudes while a proportion of indirect experience training is responsible for intellectual development. Training should be available for employees from each stratum in the company rather than only focusing on pinpointed management staff since it could promote a workable interface between employees and the corporation. Furthermore, organizational support including supervisory and peer support is vital to the training outcomes by encouraging employees to perform pro-environmental behaviour at work, in turn, greening the corporate culture. This study brings to the conclusion that, even though transition of sustainable corporate culture is a long process, it could be achievable in real-life businesses through utilizing an effective environmental education and training with properly designed strategies.
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Kadoorie Institute
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Master of Philosophy
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Lui, Chun-yin. "A study of the whole school approach towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14038699.

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Blum, Andrea. "The social shaping of environmental education policy and practice in Monteverde, Costa Rica." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536535.

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Books on the topic "Social and environmental education"

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Norhayah, Zulkifli. Social and environmental accounting: Education issues in Malaysia. Kuala Lumpur, Malaysia: University of Malaya Press, 2012.

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Robb, William M. Values education for more effective: Moral education, religious education, citizenship education, health education, sex education, environmental education, alcohol education, multicultural education, and personal and social education. Aberdeen: Centre for Alleviating Social Problems Through Values Education, 1996.

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Mexico (Mexico : State). Secretaría de Ecología. Programa estatal de educación ambiental para el sector social y privado. Toluca: Gobierno del Estado de México, Secretaría de Ecología, 1996.

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Hudson, Brian, Peter Schürz, and Rauni Räsänen. Crossing boundaries: Pedagogical and didactical issues in the social and natural sciences. Linz: Pädagogische Akademie, 1999.

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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, Aleksandra Novgorodceva, Alla Pogodina, Marianna Sachkova, Tamara Schastnaya, and Lidiya Shneyder. Social psychology of education. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space. The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations. Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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De que "natureza" se fala na escola: Representação social de professores e alunos no contexto da educação ambiental. Recife: Editora Universitária UFPE, 2010.

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Dains, Marcia. Wellness, an action-based project: Environmental, physical, social/mental. [Lexington, MA]: D.C. Heath, 1995.

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Jeff, Edmundson, and Lupinacci John, eds. Ecojustice education: Toward diverse, democratic, and sustainable communities. New York: Routledge, 2011.

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Learning to think environmentally: While there is still time. Albany: State University of New York Press, 1996.

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Science, nonscience, and nonsense: Approaching environmental literacy. Baltimore: Johns Hopkins University Press, 1995.

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Book chapters on the topic "Social and environmental education"

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Guest, Michael. "Social and Environmental Factors." In Springer Texts in Education, 105–10. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2475-8_11.

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Jacobs, Rachael, and Christine Milne. "Art, Imagination and the Environmental Movement." In Social Ecology and Education, 101–10. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003033462-11.

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Pike, Susan. "Geography education for social and environmental justice education." In Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, 37–53. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003003021-3.

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Kelly, Rhys. "Nurturing social and ecological relationships." In Education in Times of Environmental Crises, 131–42. First published 2016. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315671970-15.

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McIntyre-Mills, Janet. "Health, Education and Employment." In Critical Systemic Praxis for Social and Environmental Justice, 345–63. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8921-5_8.

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Yuliati, M. N. L. Khakim, and Idris. "Women in education: A review of Indonesian feminism." In Development, Social Change and Environmental Sustainability, 83–86. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003178163-19.

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Deschamps, Jean-Claude, and Willem Doise. "Similar or Different? Young Immigrants in the Genevan Educational Context." In Environmental Social Psychology, 222–30. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2802-2_19.

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Vieri, Marco, Daniele Sarri, Stefania Lombardo, Marco Rimediotti, Riccardo Lisci, Valentina De Pascale, Eleonora Salvini, Carolina Perna, and Andrea Pagliai. "Economic, environmental and social challenges." In Manuali – Scienze Tecnologiche, 5. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-044-3.05.

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The new paradigm of digitization, connectivity and Precision Agriculture is a great opportunity in growing on work efficiency and profitability, resources and environment care, social evolution in new jobs and in a new way of working. However, this widespread adoption require time in appropriate machines, devices, systems and procedures. In the different stage of complexity, economic and environmental advantages are already defined in an important document of the European Parliament (STOA 2016 and 2017) i.e. The first step of PA adoption saves time and fuel for 15-20%, new conservative operation reduces soil erosion up to 15 times, more complex steps make saving up to 70% of chemicals for pest control. Nevertheless, problems arise with education and training.
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Wallis, Anne, Michelle Graymore, Ty Matthews, and Susan Byrne. "A Visualisation Tool for Experiential Learning in Environmental Science." In Biology Education for Social and Sustainable Development, 73–86. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_7.

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de La Corte Bacci, Denise, Maria da Glória Motta Garcia, Christine Laure Marie Bourotte, and Vânia Maria Nunes dos Santos. "Integration of Marine and Coastal Geo-Biodiversity in Environmental Education Through Earth System Science and Social Learning Approaches." In Coastal and Marine Environmental Education, 39–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05138-9_3.

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Conference papers on the topic "Social and environmental education"

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Safitri, Desy, ZE Ferdi Fauzan Putra, and Sujarwo. "Ecolabel in Environmental Education." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.032.

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Liu, Jian, and Lijun Xu. "On the Professional Education of Social Sports." In 2nd International Conference on Civil, Materials and Environmental Sciences. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.89.

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Carrasquer, Beatriz. "Working Environmental Education With Teachers In Training." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.14.

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Mashkov, Sergei. "INCREASING THE ENVIRONMENTAL CULTURE � A PRIORITY ROLE OF ENVIRONMENTAL EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.054.

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Panov, Victor. "From Environmental Psychology to Subject-Environment Interactions." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.265.

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Jumriani, Muhammad Ilmiyannor, and Dwi Mi’rajiatinnor. "Strengthening Environmental Care Attitudes Through Social Wisdom-Based Social Studies Learning." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.009.

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Счастливцев, Р. А. "Social and Humanitarian Education and Environmental Identity of the Individual." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.33.67.065.

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в статье вводится понятие экологической идентичности личности, определяемое и рассматриваемое в связи с понятиями социализации и образования. Социально-гуманитарной образование понимается как основа образования вообще. Указывается на то, что реализация личностной идентичности возможно только при комплексной трактовке мировоззрения как единство индивидуального, социального и природного. При этом социальность служит универсальным опосредованием индивидуального и природного уровня. Реализация такого мировоззрения становится возможным только при экологическом подходе к проблеме личности. the article introduces the concept of environmental identity of a person. This concept is defined and considered in connection with the concepts of socialization and education. Social and humanitarian education is understood as the basis of education in general. It is pointed out that the realization of personal identity is possible only with a comprehensive interpretation of the worldview as the unity of the individual, social and natural. At the same time, sociality serves as a universal mediation of the individual and natural level. The realization of such a worldview becomes possible only with an ecological approach to the problem of personality.
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Susanti, Santi, Iwan Koswara, and Fitri Perdana. "Building Environmental Caring Character through Local Wisdom-Based Education." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007416501230127.

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Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan, and E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.

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The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal social and entrepreneurial education. The research methodology is based on the application of the basic ideas of system-activity, ecosystem, axiological, andragogical and competency-based approaches. When solving research problems, methods of a comparative analysis of scientific literature on the problem of social entrepreneurship, entrepreneurial education, methods of comparing and summarizing scientific and theoretical results and empirical information were used. The analysis of the experience in the region allowed the authors to identify and present the characteristics of the psychological and pedagogical features of informal social and entrepreneurial education in the North Caucasus: – strategic orientation of non-formal social and entrepreneurial education on advancing social transformations in the region; institutionalization of the system of social and cultural norms that promote the development and support of social entrepreneurship as a factor in youth self-employment, its involvement in innovative socio-educational practices; – axiological potential of non-formal social and entrepreneurial education: the formation of students’ sustained interest in socially oriented entrepreneurial activity; systematic development of their entrepreneurial competencies; – openness of non-formal social and entrepreneurial education: strengthening the relationship of subjects of social and entrepreneurial education in the regions with the external sociocultural environment, actively involving existing social entrepreneurs in the development of the local entrepreneurial community based on the values of the public good, taking into account dynamic social changes in a wide regional and global context. An analysis of the results allows us to conclude that the development of nonformal social and entrepreneurial education involves the widespread use of interactive educational technologies in the formation of applied entrepreneurial competencies of students, the establishment of a new style of interaction of social entrepreneurs based on trust, resource sharing, value-semantic coordination of ideas and approaches to innovative development of the republics North Caucasus.
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Stet, Mihaela. "Economic, Social and Environmental Effects of Electric Traction." In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.124.

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Reports on the topic "Social and environmental education"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Helliwell, John, and Robert Putnam. Education and Social Capital. Cambridge, MA: National Bureau of Economic Research, May 1999. http://dx.doi.org/10.3386/w7121.

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Myers, Mary, and Andrew Hayes. Cusano Environmental Education Center. Landscape Architecture Foundation, 2011. http://dx.doi.org/10.31353/cs0110.

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Author, Not Given. Environmental Education Strategic Plan. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/5745861.

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Huntley, Natalie, and Runying Chen. Does Environmental Education Matter? Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-107.

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Chulock, Hilary N. Environmental Management Education Program: Building Environmental Stewardship. Office of Scientific and Technical Information (OSTI), January 2004. http://dx.doi.org/10.2172/899679.

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Salomon, R., H. Løvdal, and E. M. Osmundsen. “Workers’ Education Programme on Social Dialogue - Social Dialoge and Youth Employment”. Oslo: Arbeidsforskningsinstituttet, 2007. http://dx.doi.org/10.7577/afi/fou/2007/4.

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Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1866.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2109.

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1742.

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