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It traces how the concept of action competence evolved and how it has been applied in environmental education research and practice in Portugal. The paper argues that the comprehensiveness of action competence requires environmental education to integrate knowledge of the environment and society, know-how for individual and collective action to bring about change, and the will to act grounded in affections and 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values.",{"name":119,"@type":110,"acceptedAnswer":120},"What historical development does the paper describe for environmental education?",{"text":121,"@type":113},"It traces environmental education from earlier nature study traditions toward a commonly accepted “birth” in 1972 linked to the 1972 International Conference on the Human Environment in Stockholm, followed by clearer family features in Belgrade (1975) and Tbilisi (1977).",{"name":123,"@type":110,"acceptedAnswer":124},"How does the paper characterize the two schools of environmental education?",{"text":125,"@type":113},"One school emphasizes experiences of wilderness and intimate contact with unspoiled places, while the other focuses more on repairing and preventing further damage as an essential aspect of conservation and 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outlines briefly some of the factors and forces that have led tothe multiplicity of approaches to and the dis-integration of the objectives ofenvironmental education.It traces the evolution of the understanding of theconcept of action competence,and of its application in environmental edu-cation research and practice in Portugal.The comprehensiveness of actioncompetence allows and requires that environmental education integrate sep-arate and sometimes opposed approaches:knowledge,in the form of know-that,about the environment and about society;knowledge,in the form ofknow-how,of how to act,individually and collectively,to bring aboutchange;and the will to act,will-to,based on affections and values thatimpel and sustain action.  \n## Résumé\n\nCet article est une breve description d'un certain nombre de facteurs et deforces qui ont contribue a la multiplicite d'approches et à l'effritement desobjectifs de Péducation environnementale.Il trace un portrait de Ievolutionde la compréhension du concept de I'action competente et de son applicationen recherche et en pratique par rapportàleducation environnementale auPortugal.Le caractere global de l'action competente permet,voire exige quePéducation environnementale integre des approches separees et parfoisopposees :les connaissances,sous forme de《savoir dire 》,au sujet de lenvi-ronnement et de la societé;les connaissances,sous forme de《savoir faire》,sur la facon d'agir;tant individuellement que collectivement,afin de provo-quer les changements voulus;et la volonte d'agir fondee sur ce qui tient àcour et les valeurs qui incitent et soutiennent la prise d'action.  \nEnvironmental education seems to be anguishing about its identity(Jarnet,Jarnet,Jickling,Sauve,Wals,&Clarkin,2000)and about the criteria forjudging its quality (Jensen,Schnack,&Simovska,2000).From a relatively longand non-controversial ancestry as nature study or as experiences and immer-sion in nature(Orellana&Fauteux,2000;Silva,1997),environmental edu-cation was \"born\"in 1972,if we are to accept the most common dating,fromthe International Conference on the Human Environment(United Nations)held in Stockholm.It was apparently destined for controversy about itslegitimacy—its place,and the stability of that place,in the education family  \nThe environmental education that emerged from Stockholm andwhose family features were more clearly delineated in Belgrade (InternationalConference on Environmental Education,UNESCO,1975)and Tbilisi(Intergovernmental Conference on Environmental Education,UNESCO,1977)was an education oriented towards the conservation or preservationof nature and,specifically,toward the solution of existing,and the avoidanceof future,problems of the pollution or damaging of nature(Maximo-Esteves,1998;Orellana&Fauteux,2000;Silva,1997).The first of these features (con-servation or preservation of nature)is a recognizable family trait of thenature study and experiences in nature family tree;it is presumably basedon the desire to preserve and to conserve a nature which is,in comparisonwith urbanized and industrialized zones,wild,pure,green and untouched.Itis restorative of whatever part it is of the human person that depends forhealth and pleasure upon contact with nature in that form,a desire that is pre-sumably based upon a history of gratifying contact.The more novel elementwas its second feature,its revealing of the problem aspect (the pollution ordamaging of nature),its calling into consciousness the fact of threats to thatvery aspect of nature which makes one want to conserve and preserve it.Environmental education was not presented at Stockholm,Belgrade and Tbilisijust to celebrate nature—from its birth it had the unpleasant task of callingto attention unpleasant realities and,presumably,of asking,\"Why\"?  \nA preference for one or another of these features in environmenta","cbCaindfifhXZn03","https://ap.wps.com/l/cbCaindfifhXZn03","pdf",861705,15,"English","# Abstract\n## Evolution of action competence\n## Environmental education identity and quality criteria\n## Historical origins and international conferences\n## Conservation vs. problem-focused education\n## Competing value systems and environmental education practice","[{\"question\":\"What problem does the paper identify in environmental education’s objectives?\",\"answer\":\"The paper points to a multiplicity of approaches that has led to a dis-integration of environmental education objectives and to doubts about its identity and quality criteria.\"},{\"question\":\"How does the author define action competence in environmental education?\",\"answer\":\"Action competence integrates knowing-that about the environment and society, knowing-how for how to act individually and collectively to bring about change, and a will to act supported by affections and values.\"},{\"question\":\"What historical development does the paper describe for environmental education?\",\"answer\":\"It traces environmental education from earlier nature study traditions toward a commonly accepted “birth” in 1972 linked to the 1972 International Conference on the Human Environment in Stockholm, followed by clearer family features in Belgrade (1975) and Tbilisi (1977).\"},{\"question\":\"How does the paper characterize the two schools of environmental education?\",\"answer\":\"One school emphasizes experiences of wilderness and intimate contact with unspoiled places, while the other focuses more on repairing and preventing further damage as an essential aspect of conservation and preservation.\"}]","Action Competence as an Integrating Objective for Environmental Education | PDF",1792084993,38]