Scientists’ warnings and the need to reimagine, recreate, and restore environmental education

Abstract

Three decades have passed since approximately 1,700 scientists signed the World Scientists' Warning to Humanity highlighting severe environmental problems and trends affecting local and global communities. To reverse the situation, their 1992 Warning argued we need to change our behaviour. In 2017, a larger group issued a second consensus statement warning that the direction and rates of environmental change had worsened and remained unsustainable. Neither document, however, identified education as a key strategy in supporting the necessary behavioural changes that could address such trends. With this in mind, in this essay we argue that to avoid imperilling our future and the planet's-and to achieve a just transition to sustainability-environmental education is a cornerstone for the social and environmental changes expected in such Warnings. We also argue that consensus on our environmental predicaments is not simply a matter for scientists; it must be supported in multiple spheres. This includes the humanities, arts, and social sciences, and wider society. Only then will contemporary calls by organisations such as UNEP and UNESCO that 'environmental education be a core component of all education systems at all levels by 2025' , have a chance of gaining the multilateral and multileveled support the situation so urgently requires. Reimagine, recreate, restore: 3Rs for environment and educationSince 1974, World Environment Day has been marked on 5 June. Initiated and promoted by the UN Environment Programme (UNEP), the goal for each Day is that associated events and initiatives engage governments, businesses and citizens in efforts that address pressing environmental issues, by encouraging worldwide awareness and action for the protection of the environment.The 2021 focus is ecosystem restoration, with the theme, 'Reimagine. Recreate. Restore' . Publicity for the Day is replete with warnings of loss, destruction and catastrophic change, drawing heavily on evidence from research scientists while also emphasising consensus and the need to act.

Environmental citizenship behavior and sustainability apps: an empirical investigation

“…The urgency to reimagine and recreate a non-formal as well as formal environmental education for children, youth and older people has been highlighted in a recent paper published by Reid et al (2021). Specifically, the authors invoke an environmental education grounded on critical thinking, close to science and that enables individuals to identify fake information and ideologies that underestimate the relationship between economic growth and environmental impact.…”

Conservation education in Aotearoa-New Zealand: a values perspective

“…Conservation education is most effective when students are learning in local nature and taking action to improve biodiversity in their communities. In this way, learning becomes more personally relevant, which enhances students' motivation and feelings of connection to their 'place', and leads to increased engagement and action-taking (Tilbury, 1995;Reid, Dillon, Ardoin, & Ferreira, 2021).…”

“…The development of pro-environmental values is integral in environmental (Reid, Dillon, Ardoin, & Ferreira, 2021;Tilbury, 1995;Wals & Benavot, 2017) and conservation education (Thomas et al, 2019), as these values provide the basis for pro-environmental behaviour (Stern, 2000). Childhood and adolescence are the most important times for the development of values such as equity and environmental sustainability (for example Stern et al, 1995;Schwartz et al, 2001;Thøgersen & Ölander, 2002;Cieciuch, Davidov, & Wyszy, 2016;Manfredo et al, 2017;De Dominicis, Schultz, & Bonaiuto, 2017) and teachers have an obligation to encourage children to examine their personal values positions and reflect on why and how they hold such values.…”

Exploring Effective Pedagogies in Environmental and Sustainability Education for Teachers: A Story of New Zealand Pre-Service Teachers’ Learning Experiences

“…The detrimental effects of humans exceeding our planet's capacity to sustain life are becoming increasingly apparent. To counter these effects, environmental educators believe that education is a vehicle that can be used to teach people how to care for our planet (Reid et al, 2021;Wals & Benavot, 2017). Some environmental educators believe that along with other elements such as knowledge and action-taking, teaching to develop stewardship is key.…”