[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597178-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597178-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","if-environmental-education-is-to-make-sense-for-teachers-rethink-how-we-define-it","If Environmental Education Is to Make Sense for Teachers - Rethink How We Define It","","The paper argues that renewed discussion is needed on how environmental education is defined in response to recent criticisms. It emphasizes that the educational dimension of environmental education must receive more attention, and that defining education is a deeper concern than merely critiquing field definitions. The author frames definitions as ongoing processes involving teachers, administrators, and scholars, and calls for revitalizing the field through open, rigorous discourse.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/if-environmental-education-is-to-make-sense-for-teachers-rethink-how-we-define-it/597178/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/if-environmental-education-is-to-make-sense-for-teachers-rethink-how-we-define-it/597178.png","ImageObject",300,407,{"name":42,"@type":43},"Rainbow Cat","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the author say environmental education definitions must be rethought?","Question",{"text":63,"@type":64},"Because recent criticisms make it timely to renew discussion about how environmental education is defined. The author argues the focus should shift toward the educational dimension and the process of defining education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the paper suggest is the educational dimension of environmental education?",{"text":68,"@type":64},"It proposes giving more attention to education itself, rather than treating environmental education definitions only as products. The educational dimension should be central to how the field is conceived.",{"name":70,"@type":61,"acceptedAnswer":71},"Who should participate in the process of defining environmental education?",{"text":72,"@type":64},"Teachers, administrators, and scholars are described as participants in ongoing processes that shape and unfold environmental education.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597178,1792210195,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","If Environmental Education Is to Make Sense for Teachers, We Had Better Rethink How We Define It!  \nBob Jickling, Yukon College, Canada  \nAbstract  \nIn light of recent criticisms of environmental education, it is timely and important to renew discussion about how environmental education is defined. This, I argue, means giving more attention to the educational dimension of environmental education. It also entails more that just critiquing definitions of this field, but more fundamentally, critiquing the processes by which we define education, and derivatively environmental education. I conclude that we should stop thinking of definitions simply as products, but also as processes in which teachers, administrators, and scholars are all participants.  \nRésumé  \nA la lumière des récentes critiques formulées à l’égard del’éducation relative à l’environnement, il importe deréorienter la discussion sur la façon dont est définiel’éducation relative à l’environnement. L’auteur soutient qu’il convient de donner plus d’attention à la dimension éducationnelle de l’éducation relative à l’environnement. Il ne suffit pas de critiquer les définitions existantes, mais plus fondamentalement, de critiquer les processus selon lesquels nous définissons l’éducation, et en conséquence, l’éducation relative à l’environnement. L’auteur conclut que nous devons cesser de considérer les définitions uniquement comme des produits; elles sont aussi des processus auxquels participent les enseignants, les administrateurs et les étudiants.  \n86 Canadian Journal of Environmental Education, 2, Spring 1997  \nIt is time for renewal—time for environmental education to be revitalized. These are not just my words, but the sentiments of others who hold different perspectives and represent different research traditions (e.g., Gough, in press; Jickling, 1995; Simmons, 1996a; Wade, 1996.) Some sense of urgency is found in the“President’s Message[s]”(Simmons, 1996a & b) and articles in the North American Association for Environmental Education’s (NAAEE) Environmental Communicator. Environmental education has come under scrutiny and some of the criticisms have not been very nice. However, like the NAAEE president (Simmons, 1996a), I think that we should welcome this as an opportunity for open and vigorous discourse.  \nPart of the criticism can probably be explained by our success. If society is accustomed to devaluing environmental values, as Anthony Weston (1996a) describes very well, then some degree of backlash should be expected when this normal (if largely unconscious) practice is challenged—if the status quo is threatened. We environmental educators can expect some “bad press” for our part in this process. However, there is also much warranted criticism about the nature and purpose of environmental education. And for this reason, I think there is a broad desire to rethink our work, to breathe new life into the field, and to enliven discussion.  \nThere are also doubts about the status of environmental education in formal education. In a recent study, Kimberly Wade (1996) reported that in the United States, environmental education inservice education is managed mainly by natural resource agencies. Further, it is not a priority of education agencies, and it is delivered by inservice providers who are typically more skilled in environmental science than classroom pedagogy or the educational priorities of states and schools. She further poses the possibility that environmental education is in danger of becoming less relevant to schools and school support systems. If true, this would be an alarming trend, and its very possibility requires careful inquiry.  \nSo, we have several questions to investigate. What is thereabout environmental education that is troubling to its critics, both in and outside of the field? Why might it be that educational agencies are not more interested in environmental education? And, what inhibits environmental education’s ability to further penetra","cbCaisB76B3bCHyU","https://ap.wps.com/l/cbCaisB76B3bCHyU","pdf",179271,18,"English","# Environmental education definitions\n## Criticisms and urgency\n## Questions for rethinking the field\n## Education in formal schooling","[{\"question\":\"Why does the author say environmental education definitions must be rethought?\",\"answer\":\"Because recent criticisms make it timely to renew discussion about how environmental education is defined. The author argues the focus should shift toward the educational dimension and the process of defining education.\"},{\"question\":\"What does the paper suggest is the educational dimension of environmental education?\",\"answer\":\"It proposes giving more attention to education itself, rather than treating environmental education definitions only as products. The educational dimension should be central to how the field is conceived.\"},{\"question\":\"Who should participate in the process of defining environmental education?\",\"answer\":\"Teachers, administrators, and scholars are described as participants in ongoing processes that shape and unfold environmental education.\"}]","If Environmental Education Is to Make Sense for Teachers - Rethink How We Define It | PDF",1792084550,45]