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Proposes value education in primary and secondary schools to prepare future adults for policy-making that aligns with values in environmental law, using environmental citizenship and training in traditional values across arts, humanities, and sciences.",{"@graph":14,"@context":72},[15,34,55],{"@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 & 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\nEugene Hargrove, University of North Texas, USA  \nAbstract  \nI explore the problems created by the natural and social science approaches to values in higher education, arguing that over time they will render moral language unintelligible. I illustrate these problems with an examination of the value implications of the Yukon Wolf Conservation and Management Plan. I suggest a way in which value education at the primary and secondary school levels could help prepare adults of the future for a kind of policy making that promotes the values stipulated in environmental law. I use the concept of environmental citizenship pioneered by Environment Canada coupled with training in traditional values in the context of a variety of fields in the arts, humanities, and the sciences.  \nRésumé  \nJ’analyse les problèmes créés par les approches scientifiques naturelles et sociales aux valeurs de l’éducation supérieure, en alléguant qu’ils rendront le langage moral inintelligible avec le temps. J’illustre ces problèmes avec un examen des implications des valeurs véhiculées dans la politique de gestion du loup du Yukon. Je suggère comment l’éducation aux valeurs au primaire et au secondaire pourrait aider à préparer les adultes de demain à une formulation des politiques qui fait la promotion des valeurs énoncées dans la législation environnementale. J’utilise le concept d’écocivisme lancé par Environnement Canada jumelé à une formation aux valeurs traditionnelles dans le contexte d’une variété de champs dans les arts, les scienceshumaines et les sciences.  \n114 Canadian Journal of Environmental Education, 5, Spring 2000  \nThere have been concerns about moral education in schools for thousands of years. Aristotle (n.d.) writes in his Nicomachean Ethics that “Sparta is practically the only state where the legislator has apparently paid much attention to the upbringing and daily pursuits of citizens. In most states such matters have been neglected, and each man lives as he likes, ruling his wife and children in the manner of the Cyclops”(bk. 10, chap. 9, 1180a25-30). He then adds that “although the best arrangement would be for the regulation of moral matters to be taken over and properly administered by the community, yet inasmuch as the community neglects them it is rightly considered the duty of each of us to help his own children and friends along the road to virtue”(bk. 10, chap. 9, 1180a25-30) . Over the past 30 years, for example, in the United States, there has been a reluctance to permit the teaching of morality in primary and secondary schools, with a bow to the responsibility of parents. In recent years, however, there has been growing concern that, as in Aristotle’s time, parental training may be uneven at best and absent at worst, requiring intervention in the schools if ethics is to be taught at all.  \nOne serious difficulty has been an earlier effort called concept clarification, according to which the teacher avoids criticism about the values being taught simply by encouraging the pupils to make up their own values and ethics. This approach failed because opponents were able to argue, probably correctly, that it taught the relativity of moral values and ethics, promoting the idea that they were merely a matter of individual choice, independent of any generally accepted social and moral standards. This approach replaced the concern that teachers would present their personal moral views as the accepted standard with the concern that they would teach children that there were no commonly accepted standards at all (Bennett, 1980) .  \nAnother difficulty has been the anti-value and ethics training that students have been receiving in the natural and social sciences for more thana century. Science students are routinely taught that values are personal biases and that they should proceed scientifically in a value-free manner. In the social scie","cbCaidqBvvtOBJJz","https://ap.wps.com/l/cbCaidqBvvtOBJJz","pdf",168656,"English","# Abstract\n## The Problem in Environmental Policy\n## Concept Clarification and Moral Education\n## Anti-Value Training in Natural and Social Sciences\n## Moral Dimensions of Environmental Laws","[{\"question\":\"What problem does the author identify in higher education’s approach to values?\",\"answer\":\"The author argues that natural and social science approaches to values will, over time, render moral language unintelligible.\"},{\"question\":\"How does the Yukon Wolf Conservation and Management Plan relate to the paper’s argument?\",\"answer\":\"It is used to examine the value implications of environmental policy and to show how different value types are treated under various disciplinary perspectives.\"},{\"question\":\"What solution does the author propose for teaching environmental ethics?\",\"answer\":\"The author suggests value education in primary and secondary school, combining environmental citizenship with traditional values training to prepare adults for future policy-making aligned with environmental law.\"}]","Toward Teaching Environmental Ethics - Exploring Problems in the Language of Evolving Social Values | PDF",1792084615]