Environmental literacy

Environmental literacy content in several international, national, and state environmental literacy standards and guidelines

by Mark Harris

Harris, M. (2005). Environmental literacy content in several international, national, and state environmental literacy standards and guidelines. Journal of Instruction Delivery Systems, 19(3), pp. 23-28.

People are environmentally literate when they possess the knowledge, skills, attitudes, and motivations that result in... more People are environmentally literate when they possess the knowledge, skills, attitudes, and motivations that result in sustained environmental stewardship behaviors. Such outcomes are evident when learners perceive, care about, investigate, skillfully evaluate, and prescribe and take actions to prevent or mitigate environmental problems. Environmental literacy can be developed through environmental education programs, most of which have their roots in various international and interstate efforts. Environmental content is trans-disciplinary, linking basic concepts and principles through relationships and interactions among natural and social elements within the environment. Environmental education programs share many common structural and content elements and appear to be converging on pragmatic models emphasizing sustainable human use of the environment rather than on idealistic models.

Methods in Environmental History

by Timo Myllyntaus

Reference:
Timo Myllyntaus, “Preface: Methods in Environmental History,” In: Thinking through the Environment. Green Approaches to Global History, (Ed.) Timo Myllyntaus, Cambridge, White Horse Press, 2011, pp. 1-14.

Environmental literacy in interpreting endangered sustainability: Case studies from Thailand and the Sudan

by Timo Myllyntaus

Reference:

Minna Hares, Anu Eskonheimo, Timo Myllyntaus & Olavi Luukkanen, “Environmental literacy in interpreting endangered sustainability, Case studies from Thailand and the Sudan,” Geoforum vol. 37 (January 2006) no 1, pp. 128-144.