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Descriptors:
Measures (Individuals); Agriculture; Farm Management; Foreign Countries; Indigenous Knowledge; Environmental Education; Climate; Innovation; Case Studies; Prediction; Extension Education; Information Technology; Rural Areas; Information Sources; Meteorology; Weather

Abstract:
Purpose: New innovative ways of communicating agrometeorological information are needed to help farmers, especially subsistence/small-scale farmers, to cope with the high climate variability experienced in most parts of southern Africa. Design/methodology/approach: The article introduces an early warning system for farmers. It utilizes short messaging system (SMS) to convey weather information and basic agronomic advice to 12 small-scale farmers in Makhado Municipality, Limpopo Province, South Africa. This case study demonstrates the usefulness of incorporating weather information on day-to-day farm management activities. Coded rainfall forecasts for light (0-5mm), medium (5-20mm) and heavy rainfall (greater than 20mm) were distributed three times a week to individual farmers and extension officers. Accompanying the forecasts were possible agricultural activities for the week. Findings: Extensive training of the farmers and extension officers is a pre-requisite for full comprehension of the coded SMS early warning system. The recommendations on farming conditions are not always adhered to due to farmers' indigenous knowledge and other factors like access to labour. Practical implications: Weather and climate information distributed to farmers has the potential to add value to the farming methods employed, hence positively impacting on rural food security. Originality/value: The article demonstrates that agrometeorological information must be packaged in such a way as to assist farmers and should be disseminated timeously and appropriately to maximize its utility or adoption. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Transformative Learning; Adult Education; Environmental Education; Science History; Ecology; Group Behavior; Social Change; Case Studies; Biographies; Reputation; North Americans; Scientists; Wildlife; Death; Conservation (Environment); Poisoning; Consciousness Raising; Genetics; Racial Discrimination; Change Agents

Abstract:
This historical study identifies catalysts for transformative learning in the lives of three scientist-environmentalists important to the 20th-century environmental movement: Aldo Leopold, Rachel Carson, and David Suzuki. Following a brief review of theoretical perspectives on transformative learning, the article argues that transformative learning for these scientists was catalyzed by certain "disorienting dilemmas" and was both rational and emotional. Moreover, the personal transformative learning of each scientist helped provoke a process of transformative learning in society at large: Leopold's contribution to the founding of the disciplines of wildlife conservation and restoration ecology, and his "land ethic" fostered the development an ecological consciousness in the 1940s; Carson's "Silent Spring" helped provoke the environmental consciousness of the 1960s; and Suzuki's public environmental education and activism from the 1970s to the present-day played an influential role in North American environmental movement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Political Attitudes; Scholarship; Environmental Education; Personal Autonomy; Sustainable Development; Citizenship; Required Courses

Abstract:
Recently scholars have wondered whether liberals can promote mandatory programs of formal environmental education, including education for the environment or sustainable development. Critics maintain that they cannot on grounds that environmental education is a threat to student autonomy or cannot be justified using liberal principles. We argue that the perceived conflict between liberalism and environmental education is exaggerated. Whatever the environmentalist ambitions of environmental education, any complete conception of it must prioritize education for skills and virtues that are consistent with students' prospective autonomy. Liberalism is also compatible with meeting the demands of intergenerational justice, which arguably will include sustainability education if not other forms of environmental education. Finally, the skills and virtues future citizens need to manage today's most pressing environmental problems are compatible both with those discussed in international statements on environmental education and with those commonly associated with liberal citizenship. Ultimately, environmental education that will better equip citizens to cope with environmental problems is quite possible for liberal politics. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Climate; Geography; Sustainable Development; Sustainability; Curriculum; Environmental Education; Geography Instruction; Role of Education

Abstract:
The economic and environmental crises that face humanity today require an educational response. This article accepts the proposition that education may play a part in preparing human beings to survive impacts of human-induced climate change for example. However, education, according to some conceptualizations, is also in crisis. It therefore appears far from clear what a "curriculum of survival" consists of. This article adopts a sceptical viewpoint on education for sustainability. Rather than be concerned with ever tighter definitions of what this may mean, or prescriptions of more effective practices, it turns its gaze towards what is there already--the imperfect but long-standing idea and disciplinary enquiry called geography. Geography as the "world subject" is of great salience. It is about human occupation of the planet and has always ultimately been concerned with survival. This article explores the two ideas of geography and education, and appeals for a re-assessment of the role of the "traditional" disciplines, especially geography, in a curriculum of survival. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Criteria; Environmental Education; Foreign Countries; Case Studies; Outdoor Education; Educational Quality; Program Development

Abstract:
In most countries, protected area management agencies provide formal outdoor learning opportunities for a wide range of educational groups. For high-quality formal outdoor learning programmes that provide a range of experiences to be effectively delivered, specific resources and infrastructure are needed. Using the case study of Scottish Natural Heritage (SNH), this study sought to explore issues surrounding the planning and delivery of outdoor learning programmes in outdoor settings. Semi-structured qualitative interviews with education officers employed by five Scottish heritage agencies were undertaken. Based on the interview data, a set of criteria were developed that need to be met to effectively deliver outdoor learning in protected areas such as SNH National Nature Reserves (NNRs). The criteria can also be used to strategically identify and prioritise areas or sites for formal outdoor learning purposes. These criteria were then applied to SNH NNRs to identify and prioritise reserves for formal outdoor learning. The study identified a range of factors that need to be addressed in the planning and delivery of formal outdoor learning programmes and a set of criteria that need to be met to effectively deliver formal outdoor learning programmes in outdoor settings such as protected areas. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Instruction; High Schools; Secondary School Science; Urban Schools; Cultural Centers; Science Curriculum; Student Attitudes; Environmental Education; Biology; Interviews; Scientific Concepts; Affective Behavior; Natural Resources; Geographic Location; Cultural Awareness

Abstract:
This study investigates how students' participation in a place-based science curriculum may influence their place attachment (dependence and identity). Participants attend an urban high school in Hawai'i and are members of different cultural institutions within the school. Students are either enrolled in an environmental science class within the Hawaiian Academy or in a general biology, non-academy affiliated science class. Interview transcripts, field notes, and student documents suggest place-based science had different impacts on student place attachment depending on cultural affiliation within the school. Namely, students in the Hawaiian Academy show greater depth of understanding of science concepts and content, while non-Hawaiian Academy students show interest in the affective aspects of the class. Members from both groups show an increase in the incorporation of the natural environment as an aspect of their place attachments. Results suggest a need for learning opportunities that promote cultures, identities, and literacies not typically recognized in school for all students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Outdoor Education; Environmental Education; Social Science Research; Reflection; Ethnography; Moral Values; Conservation (Environment)

Abstract:
The use of autoethnography in social science research is becoming increasingly popular. The potential this research approach might offer to the theory and practice of outdoor education has yet to be fully examined. In this paper, autoethnography is used to explore some personal accounts of my own outdoor experiences from which I derive distinctive meanings. Data emerge from an extended solo journey by canoe and sea kayak, and a dialectical index is presented to distinguish between two ways of characterising outdoor experiences (adventurous and contemplative). These experiences are then used to contextualise myself, and some ideas, within a wider social world. The paper indicates how environmental philosophy and scientific evidence provide a moral imperative that might act as a guide for outdoor practice. It is argued that such practice must be ontologically grounded in order to explore the possibilities of outdoor experiences in providing moral impulses. The opportunity to think beyond the self also indicates how an autoethnographic lens can provide an approach to teaching and learning to stimulate reflective practice. The findings are presented as exploratory because they invite educators to consider how outdoor experiences might stimulate pro-environmental behaviour both in themselves and in their learners. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outdoor Education; Environmental Education; Models; Attribution Theory; Behavior Change; Foreign Countries; Interdisciplinary Approach; Environment; Educational Research

Abstract:
The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Educational Policy; Environmental Education; Foreign Countries; War; Educational History; Historiography; Catholics; Religious Education; Clergy; Questionnaires; Teacher Attitudes

Abstract:
Power over education and the upcoming generations has always been an important instrument in shaping religious and secular values. As a consequence, control over schools, pupils and teachers was, particularly in periods of war, an important means for bringing about acceptance of the new regime. The aim of this paper is to discuss priest-teachers' wartime memories of German interference in Belgian education during Second World War, on the basis of a survey conducted in the 1970s. By looking at teachers' memories, this paper contributes to a neglected field of study in the history of education and the historiography of Second World War. The analysis of the questionnaires illuminate how certain aspects of German educational policy were remembered by teachers and how they positioned themselves in the landscape of Second World War memory. As a result, this paper demonstrates that the survey not only offers an interesting source for investigating the war itself, but also sheds light on the changing post-war relationship between education, society and the state. (Contains 38 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ecology; Middle School Students; Secondary School Students; College Students; Animal Behavior; Field Instruction; Models; Outdoor Education; Environmental Education; Science Activities; Science Instruction; Teaching Methods; Entomology

Abstract:
Predator-prey dynamics are an important concept in ecology, often serving as an introduction to the field of community ecology. However, these dynamics are difficult for students to observe directly. We describe a methodology that employs model caterpillars made of clay to estimate rates of predator attack on a prey species. This approach can be implemented as a field laboratory in almost any natural or seminatural setting, and is designed to allow educators to pursue any number of student-generated hypotheses representing varying degrees of scientific sophistication ranging from middle school to college level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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