Environmental education and sustainable development
Keywords:
Nature degradation, environmental education, global dimensions, sustainable development, ecocideAbstract
Current problematic issues regarding environmental pollution, climate change and degradation of nature has derived into an increase of interest of many citizens about possible harmful consequences of these threats for nature. These current issues must be explained, and must reach the entire population, in a way that exceeds a scope of simple ex- change of information. In the same way, these issues need to become a generating process of conscience based on critical thinking that challenges current ways of thinking responsible for ecological and social deterioration.
An alternative to address this global problem is environmental education, understood as a continuous process of formation of an ecological culture through management and assimilation of knowledge, attitudes, skills and values about man's relationship with nature. Within this approach, it is necessary to leave behind an encyclopedic education, decontextualized from reality, and mainly focused on cumulative theoretical knowledge, and turn into a way for education that not only is worried about how to teach, but also how to learn, and to boost development of life skills.
Environmental responsibility is no longer a national or regional task, this issue is turning into a matter of global dimensions. All rich and poor countries must work together to reverse current nature degradation, because this problem is result of both, poverty and industrialization.
References
Acot, Pascal (2005). Historia del clima. Desde el Big Bang a las catástrofes climáticas. Argentina: El Ateneo.
Barlett, P. y Chase, G. W. (2013). Sustainability in higher education: Stories and strategies for transformation. Massachusetts, USA: The MIT Press.
Bodzin, A. M., Klein, B. S. y Weaver S. (2010). The inclu- sion of environmental education in science teacher edu- cation. New York: Springer.
Brooks, J. G. y Brooks, M. (1999). In search of under- standing: The case for constructivist classrooms. Ale- xandria, VA: ASCD.
Castillo, A. y González E. (2010). Educación ambiental y manejo de ecosistemas en México. México, Instituto Na- cional de Ecología-Semarnat.
Centro Mexicano de Derecho Ambiental, Comisión de Estudios del Sector Privado para el Desarrollo Sustenta- ble [CESPEDES] (Eds.). (2002). Deforestación en Méxi- co: Causas económicas, incidencias en el comercio in- ternacional en la deforestación. México: CEMDA.
Chandra, K. (2012). Constructivist theories of ethnic politics. New York: Oxford University Press.
Delval, J. (2006). Aprender en la vida y en la escuela. Ma- drid: Morata.
Díaz-Barriga, F. y Hernández, R. G. (2002). Estrategias Docentes para un Aprendizaje Significativo. Una Inter- pretación Constructivista. 2ª. Ed. México: Ed. McGraw- Hill.
Diaz Coutiño, Reynold. (2011) Desarrollo sustentable. Una oportunidad para la vida. 2ª Edición, México: McGraw- Hill Interamericana Editores S.A de C. V.
Engels, Federico, (1960). Dialéctica de la naturaleza. Mé- xico: Grijalbo.
Gispert, C. (2001). Enciclopedia de la Psicología. Barcelo- na, España: Editorial Océano.
Jacorzynski, Witold, (2004). Entre los sueños de la razón. Filosofía y antropología de las relaciones entre hombre y ambiente. Cámara de Diputados, México: CIESAS, Po- rrúa.
Martin, J. y Samels, J. E. (2012). The sustainable universi- ty: Green goals and new challenges for higher education leaders. Baltimore, MD: The Johns Hopkins University Press.
Murga Menoyo, M. A. (2013). Desarrollo Sostenible: problemáticas, agentes y estrategias. España: McGraw- Hill Interamericana. ISBN: 9788448183417
Novak, Joseph D. y Gowin, D. Bob. (2002). Learning how to learn. New York: Cambridge University Press.
Reynolds, H. L., Brondizio, E. S. y Robinson, J. M. (2010). Teaching Environmental literacy: Across campus and across the curriculum. Indiana, USA: Indiana Press University.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (1994). Tendencias de la Educación Ambiental a partir de la Conferencia de Tbilisi. Libros de la Catarata. Bilbao (España).
Target. (2013). Iniciación en medio ambiente y gestión de residuos. España: IC Editorial.
Tobón Tobón, S., Pimienta Prieto, J. y García Fraile, J. A. (2010). Secuencias didácticas: aprendizaje y evaluación de competencias. México: Pearson.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - Programa de las Naciones Unidas para el Medio Ambiente. (1975). Seminario Internacional de Educación ambiental. USA. UNESCO-PNUMA.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - Programa de las Naciones Unidas para el Medio Ambiente. (1993). Evaluación de un pro- grama de educación ambiental. Programa Internacional de Educación Ambiental. España: Los Libros de la Cata- rata.
Vázquez Torre, A. M. (2001). Ecología y formación am- biental. 2ª. Ed. México: Mc Graw-Hill.
Woolfolk, A. (2006). Psicología Educativa. (7ª. Ed.) Méxi- co: Prentice Hall Hispanoamericana.
Bruntland, G. H. (1987). Informe de la comisión Mundial sobre el Medio ambiente y el Desarrollo: Nuestro futuro Común. ONU.
Delors, J. (1996.) Los cuatro pilares de la educación, en UNESCO (Ed.). La educación encierra un tesoro. Infor- me a la UNESCO de la Comisión internacional sobre la educación para el siglo XXI, Madrid, España: Santilla- na/UNESCO.
Heras, F., Sintes, M., Serantes, A., Vales, C. y Campos, V. (2010). Educación ambiental y cambio climático: Res- puestas desde la comunicación, educación y participa- ción ambiental. Galicia, España: CEIDA.
Sánchez Dorantes, L. (2005). Los tres pilares de la educa- ción y el papel del maestro en el taller de habilidades de pensamiento crítico y creativo. Procesos Psicológicos y Sociales, 1(1).
Secretaría de Medio Ambiente y Recursos Naturales. (2012). Educación ambiental: Temas de medio ambiente. SEMARNAT
.
Downloads
Published
Data Availability Statement
No
Issue
Section
Categories
License
Copyright (c) 2026 Alejandro Gutiérrez , Ramón Bedolla , María Laura Sampedro , José Luis Aparicio , Columba Rodríguez , Bedolla Solano (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Open Access Statement as defined by DOAJ
“Open Access” is a general term encompassing both Free and Open Access. For DOAJ, open access is only when digital content is freely available online and user rights and copyright terms are clearly defined.
All texts published by Tlamati—without exception—are distributed under the Creative Commons Attribution-ShareAlike 4.0 International License.
Authors may enter into separate, additional contractual agreements for the non-exclusive distribution of the version of the article published in Science and Philosophy ISSN: 2594-2204 (for example, including it in an institutional repository or publishing it in a book), provided they clearly indicate that the work was first published in Tlamati.
This is a human-readable summary of (and not a substitute for) the license.
You are free to:
Share
Read
Download
Translate
Copy
Distribute
Print
Search or link to the full text of the articles
Crawl them for indexing
Pass them as data into software or
Use them for any other lawful purpose, in any medium or format
License terms: https://creativecommons.org/licenses/by-sa/4.0/deed.es
You are free to:
Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
