Environmental education

Abstract: Despite the wealth of information which exists concerning environmental behavior, it is not known which variable or variables appear to be most influential in motivating individuals to take responsible environmental action. A meta-analysis of environmental behavior research was undertaken in an attempt to determine this. An exhaustive search of the empirically based environmental behavior research conducted over the past decade yielded a substantial number of studies representative of a broad academic base. The characteristics and findings of these studies served as the data for the meta-analysis. As a result of the meta-analysis, the following variables were found to be associated with responsible environmental behavior: knowledge of issues, knowledge of action strategies, locus of control, attitudes, verbal commitment, and an individual's sense of responsibility. A model of predictors of environmental behavior is proposed.

Abstract: (1978). The “New Environmental Paradigm”. The Journal of Environmental Education: Vol. 9, No. 4, pp. 10-19.

Abstract: (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.

Abstract: Review: Earth in Mind: On Education, Environment and the Human Prospect By David W. Orr Reviewed by Sandra Meredith Centre for Research in Innovation Management Orr, David W. EARTH IN MIND: ON EDUCATION, ENVIRONMENT AND THE HUMAN PROSPECT, Washington DC.: Island Press 1994. 213 pp. US $16.95 Paper ISBN: 1-55963-259-X. Recycled, acid-free paper. Just as I was struggling to write a conference paper on the subject of the greening of higher education, attempting to strike a radical note, EARTH IN MIND: ON EDUCATION, ENVIRONMENT AND THE HUMAN PROSPECT appeared on my desk. I had already established a link between education and the future of the global environment, but I was having difficulty finding language strong enough to describe the radical changes I think are necessary in today's learning systems. Fortunately, David Orr's book struck fearlessly at the core of the issues and supplied me with the language I needed. The first part of EARTH IN MIND assumes an ecological perspective and challenges the conventional wisdom that all education is good. Each piece in this set of essays highlights different aspects of education. The first question posed is 'what is education for'? Orr sees it as no guarantee of decency, prudence, or wisdom (8), dispelling the myth that with enough knowledge and technology, we can 'manage planet earth.' Recognizing that higher education has sought to extend human domination of the natural world is the first step to changing its direction. According to Orr, it is better to reshape ourselves to fit a finite planet than to attempt to reshape the planet to fit our infinite wants (9). Orr's comparison of 'formal education' to the notion of 'calling' in the example of Albert Speer and Aldo Leopold underscores the dangers inherent in certain educational systems. Speer's apolitical education, unlinked to values, direction, or a questioning of the order of things, left him defenseless against Nazi propaganda. In contrast, Leopold's scientific education, founded on his calling to appreciate nature and a profound values system, provided him with a purposeful, productive career.