text:
The Queen of Hearts (poem)
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"The Queen of Hearts" from a 1901 edition of Mother Goose. Illustration by W.W. Denslow.
"The Queen of Hearts" is an English poem and nursery rhyme based on the characters found on playing cards, by an anonymous author, originally published with three lesser-known stanzas, "The King of Spades", "The King of Clubs", and "The Diamond King", in the British publication The European Magazine, vol. 1, no. 4, in April 1782.[1] However, Iona and Peter Opie have argued that there is evidence to suggest that these other stanzas were later additions to an older poem.[2]
Contents
[hide]
1 Synopsis and structure
1.1 Inspiration for characters
2 Adaptations
3 References
3.1 Bibliography
4 External links
Synopsis and structure[edit]
"The Queen of Hearts" relates that the Queen of Hearts bakes some tarts which the Knave of Hearts steals. The King of Hearts has the Knave punished, so he brings them back and pledges not to steal again.
The Queen of Hearts
She made some tarts,
All on a summer's day;
The Knave of Hearts
He stole those tarts,
And took them clean away.
The King of Hearts
Called for the tarts,
And beat the knave full sore;
The Knave of Hearts
Brought back the tarts,
And vowed he'd steal no more.
The Knave of Hearts. Illustration by W.W. Denslow.
The other stanzas published with it deal with nothing besides the domestic arrangements of the other three suits: "The King of Spades" flirts with the maids, so the Queen of Spades has them beaten and drives them out. She relents when the Knave appeals to her on their behalf. "The King of Clubs" and his wife constantly fight, but the Knave refuses to second him. The author opines that royalty who fight like that should be punished. "The Diamond King" and his wife would get along perfectly, except the Knave tries to seduce her; the author encourages the King to hang the Knave.[3]
"The Queen of Hearts" proved by far the most popular of the stanzas, and entered popular culture, while the others fell into obscurity.[1] Although it was originally published in a magazine for adults,[1] it eventually became best known as a nursery rhyme. By 1785, it had been set to music.[1]
Inspiration for characters[edit]
The King of Hearts. Illustration by W.W. Denslow.
There has been speculation about a model for the Queen of Hearts. In The Real Personage of Mother Goose, Katherine Elwes Thomas claims the Queen of Hearts was based on Elizabeth of Bohemia. Benham, in his book Playing Cards: History of the Pack and Explanations of its Many Secrets, notes that French playing cards from the mid-17th century have Judith from the Hebrew Bible as the Queen of Hearts.[4] However, according to W. Gurney Benham, a scholar who researched the history of playing cards: "The old nursery rhyme about the Knave of Hearts who stole the tarts and was beaten for so doing by the King, seems to be founded on nothing more than the fact that 'hearts' rhymes with 'tarts'."[5]
Adaptations[edit]
The poem's story is retold in a much expanded form in an 1805 poem known as King and Queen of Hearts: with the Rogueries of the Knave who stole the Queen's Pies[4] by Charles Lamb, which gives each line of the original, followed by a poem commenting on the line.[6] In 1844 Halliwell included the poem in the 3rd Edition of his The Nursery Rhymes of England (though he dropped it from later editions) and Caldecott made it the subject of one of his 1881 "Picture Books", a series of illustrated nursery rhymes which he normally issued in pairs before Christmas from 1878 until his death in 1886.[4]
"The Queen of Hearts" is quoted in and forms the basis for the plot of Lewis Carroll's Alice's Adventures in Wonderland, Chapter XI: "Who Stole the Tarts?",[7] a chapter that lampoons the British legal system through means of the trial of the Knave of Hearts,[8] where the rhyme is presented as evidence. The poem became more popular after its inclusion in Carroll's work.[4]
A segment of The Bullwinkle Show, called "Bullwinkle's Corner," had the star moose recite such poetry, ostensibly as a means of promoting classic literature in an otherwise-vulgar comedy. In its rendition, the Queen of Hearts (Rocky the Flying Squirrel) made tarts: "Soybean, rutabaga, asparagus and turnip. I'm using my new health-food cookbook!" The King (Bullwinkle Moose) replied, "Turnip TARTS?!? YUCK!" Whereupon the Knave of Hearts (Boris Badenov) stole them. Captured by the King, the Knave "...vowed he'd steal no more." But the King had other ideas. "You're not getting off THAT easy!" he warned. "You STOLE 'em, friend...you EAT 'em!"
In Tim Burton's 2010 adaptation of Alice in Wonderland, the Red Queen (Helena Bonham Carter) makes her introduction exclaiming that "SOMEONE HAS STOLEN 3 OF MY TARTS!", unlike in the poem, the culprit was one of her frog footmen who was then sent to be beheaded as the Red queen ordered her fish butler to round up the frog footman's children whom she implied to love on toast. In its followup Alice Through the Looking Glass The White Queen had stolen a tart her mother was baking and hid the crumbs near the bed of her sister The Red Queen.
References[edit]
^ Jump up to: a b c d Reichertz (2000), p. 93. But Reichertz got the issue number wrong. See The European Magazine, and London Review, vol. 1, no. 4, Apr. 1782, p. 252, on HathiTrust.
Jump up ^ I. Opie and P. Opie, The Oxford Dictionary of Nursery Rhymes (Oxford: Oxford University Press, 1951, 2nd edn., 1997), pp.427
Jump up ^ Reichertz (2000), pp. 93–95
^ Jump up to: a b c d "Eclipse :: Mother Goose". School of Communication, Information and Library Studies, Rutgers University. Retrieved 29 July 2009.
Jump up ^ Vandergrift, Kay E. "Eclipse: Mother Goose". School of Communication, Information and Library Studies, Rutgers University. Retrieved 29 July 2009. , quoting W. Gurney Benham (1959), Playing Cards: History of the Pack and Explanations of its Many Secrets
Jump up ^ Lamb (1805)
Jump up ^ Carroll (1865)
Jump up ^ Fordyce (1994), p. 134
Bibliography[edit]
Carroll, Lewis (1865). Alice's Adventures in Wonderland. Project Gutenberg. Retrieved 29 July 2009.
Fordyce, Rachel; Carla Marello (1994). Semiotics and Linguistics in Alice's World. Walter de Gruyter. ISBN 3-11-013894-8. Retrieved 29 July 2009.
Lamb, Charles (1805). The King and Queen of Hearts. Thomas Harkins, Highway Street, London. Retrieved 29 July 2009.
Reichertz, Ronald (2000). The Making of the Alice books. McGill-Queen's Press. ISBN 0-7735-2081-3. Retrieved 29 July 2009.
Zipes, Jack; Paul, Lissa; Vallone, Lynne; Hunt, Peter; Avery, Gillian, eds. (2005). The Norton Anthology of Children's Literature: The Traditions in English. New York: W. W. Norton and Co. ISBN 0-393-97538-X.
External links[edit]
The full text of "The Queen of Hearts", "The King of Spades", "The King of Clubs", and "The Diamond King" at Wikisource
Media related to The Queen of Hearts (poem) at Wikimedia Commons
[hide]
v
t
e
Nursery rhymes (list)
"A-Tisket, A-Tasket"
"Aiken Drum"
"Baa, Baa, Black Sheep"
"Did You Ever See a Lassie?"
"Hey Diddle Diddle"
"Hickory Dickory Dock"
"Hot Cross Buns"
"Humpty Dumpty"
"I'm a Little Teapot"
"It's Raining, It's Pouring"
"Jack and Jill"
"Little Bo-Peep"
"Little Boy Blue"
"Little Jack Horner"
"Little Miss Muffet"
"Mary Had a Little Lamb"
"Mary, Mary, Quite Contrary"
"Old King Cole"
"Old MacDonald Had a Farm"
"Old Mother Hubbard"
"Old Woman Who Lived in a Shoe"
"Peter Piper"
"Polly Put the Kettle On"
"Poor Mary"
"Pop Goes the Weasel"
"Pussy Cat Pussy Cat"
"Rain Rain Go Away"
"Roses Are Red"
"Rub-a-dub-dub"
"Simple Simon"
"Sticks and Stones"
"The Grand Old Duke of York"
"The Queen of Hearts"
"Twinkle, Twinkle, Little Star"
Clapping
"A Sailor Went to Sea"
"Down Down Baby"
"Mary Mack"
"Miss Susie"
"Miss Lucy"
"Pat-a-cake"
"Pretty Little Dutch Girl"
"Pease Porridge Hot"
Counting
"Duck, duck, goose"
"Eeny, meeny, miny, moe"
"One, Two, Buckle My Shoe"
"One, Two, Three, Four, Five"
"This Old Man"
"Tinker, Tailor"
Finger-
plays
"Five Little Monkeys"
"Five Little Ducks"
"Five Little Speckled Frogs"
"Itsy Bitsy Spider"
"Little Robin Redbreast"
"Round and Round the Garden"
"This Little Piggy"
"Two Little Dickie Birds"
Games
"London Bridge"
"The Muffin Man"
"Mulberry Bush"
"Oranges and Lemons"
"Ring a Ring o' Roses"
"The Farmer in the Dell"
Riddle
"As I was going to St Ives"
Lullabies
"Hush, Little Baby"
"Rock-a-bye Baby"
Rounds
"Ding Dong Bell"
"Frère Jacques"
"Kookaburra"
"Row, Row, Row Your Boat"
"Scotland's Burning"
"Three Blind Mice"
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List of batsmen who have scored 100 centuries in first-class cricket
From Wikipedia, the free encyclopedia
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See also: List of first-class cricket records § Most centuries
Jack Hobbs and Herbert Sutcliffe walk out to the middle at the Sydney Cricket Ground in a Test match. Both Hobbs and Sutcliffe scored over 100 first-class centuries; with Hobbs holding the record for most centuries in a first-class career.
In the sport of cricket, a batsman is said to have scored a century when they score 100 or more runs without being dismissed. In first-class cricket, the highest form of the game below international level, a total of 25 players have achieved the feat on a hundred or more occasions.[1]
The first cricketer to achieve the feat was W. G. Grace, who completed his hundredth century in 1895. Grace remains the only batsman to have achieved the feat and finish with a batting average below 40.[2]
The English County Championship has historically always been the first-class competition in which the most matches are played per season, hence the most conducive competition to prolific runscoring. Of the 25 men to have scored 100 first-class centuries, all have been either natively English or English-qualified except Donald Bradman of Australia, Zaheer Abbas of Pakistan, Glenn Turner of New Zealand and West Indian Viv Richards. Zaheer Abbas (Gloucestershire), Turner (Worcestershire) and Richards (Somerset) all had substantial county careers as overseas players; Bradman, the first non-English batsman to achieve the feat, therefore remains the only batsman to have done so despite never having played for an English county side.
Batsmen with a century of centuries[edit]
Note: this list uses the figures accepted by the Wisden Cricketers' Almanack. For details on the difference between these figures and those used by other sources, see Variations in first-class cricket statistics.
Key
100s denotes how many centuries the batsman scored in first-class cricket.
Nation denotes the side for which the batsman played Test cricket; the number following indicates the number of centuries scored in Test cricket (in bold) plus the number of other first-class centuries scored for the national side.
100th denotes the season in which the batsman scored his one-hundredth century in first-class cricket.
ItH denotes how many innings it took the batsman to reach his hundredth century in first-class cricket.
Inns denotes how many innings the batsman played.
Runs denotes the number of runs scored by the batsman in his first-class career.
Ave denotes the batsman's career batting average.
♠ denotes the batsman scored their hundredth century in a Test match.
Rank
100s
Player
Nation (100s)
County (100s)
100th
ItH
Career
Inns
Runs
Ave
Notes
1 199 Jack Hobbs England (15) Surrey (144) 1923 821 1905–1934 1,315 61,237 50.65 [3]
2 170 Patsy Hendren England (7+1) Middlesex (119) 1928–29 740 1907–1938 1,300 57,611 50.80 [4]
3 167 Wally Hammond England (22+4) Gloucestershire (113) 1935 680 1923–1950 1,005 50,551 56.10 [5]
4 153 Phil Mead England (4) Hampshire (138) 1927 892 1905–1936 1,340 55,061 47.67 [6]
5 151 Geoffrey Boycott ♠ England (22+3) Yorkshire (103) 1977 645 1962–1986 1,014 48,426 56.83 [7]
6 149 Herbert Sutcliffe England (16+2) Yorkshire (112) 1932 700 1919–1945 1,088 50,138 51.95 [3]
7 145 Frank Woolley England (5+3) Kent (122) 1929 1,031 1906–1938 1,532 58,969 40.75 [3]
8 136 Graeme Hick England (6) Worcestershire (106) 1998 574 1983–2008 871 41,112 52.23 [8]
9 129 Len Hutton England (19+1) Yorkshire (85) 1951 619 1934–1960 814 40,140 55.51 [9]
10 128 Graham Gooch England (20) Essex (94) 1992–93 820 1973–2000 990 44,846 49.01 [10]
11 126 W. G. Grace England (2+2) Gloucestershire (49) 1895 1,113 1865–1908 1,493 54,896 39.55 [3]
12 123 Denis Compton England (17) Middlesex (67) 1952 552 1936–1964 839 38,942 51.85 [11]
13 122 Tom Graveney England (11) Gloucestershire (50)
Worcestershire (27) 1964 940 1948–1972 1,223 47,793 44.91 [12]
14 117 Donald Bradman Australia (29+36) — 1947–48 295 1927–1949 338 28,067 95.14 [13][14]
15 114 Viv Richards West Indies (24+23) Somerset (47)
Glamorgan (10) 1988–89 658 1971–1993 796 36,212 49.40 [15][16]
16 114 Mark Ramprakash England (2+3) Middlesex (46)
Surrey (60) 2008 676 1987–2012 764 35,659 53.14 [17][18]
17 108 Zaheer Abbas ♠ Pakistan (12+17) Gloucestershire (49) 1982–83 658 1965–1987 768 34,843 51.54 [19][20]
18= 107 Andy Sandham England (2) Surrey (83) 1935 871 1911–1938 1,000 41,284 44.82 [21]
18= 107 Colin Cowdrey England (22+1) Kent (58) 1973 1,035 1950–1976 1,130 42,719 42.89 [22]
20 104 Tom Hayward England (3) Surrey (88) 1913 1,076 1893–1914 1,138 43,551 41.79 [23]
21= 103 Glenn Turner New Zealand (7+9) Worcestershire (72) 1982 779 1964–1983 792 34,346 49.70 [24][25]
21= 103 John Edrich England (12) Surrey (81) 1977 945 1956–1978 979 39,790 45.47 [26]
23= 102 Les Ames England (8+4) Kent (78) 1950 916 1926–1951 951 37,248 43.51 [27]
23= 102 Ernest Tyldesley England (3+1) Lancashire (90) 1934 919 1909–1936 961 38,874 45.46 [28]
23= 102 Dennis Amiss England (11+1) Warwickshire (78) 1986 1,081 1960–1987 1,139 43,423 42.86 [29]
References[edit]
General
Berry, Scyld, ed. (2009). "First-Class Records – Batting". Wisden Cricketers' Almanack (146th ed.). John Wisden & Co. pp. 134&ndash, 135. ISBN 978-1-905625-16-1.
Specific
Jump up ^ Hussain, Nasser (2009). "The Masters of Modern County Cricket". In Scyld Berry (ed). Wisden Cricketers' Almanack (146th ed.). John Wisden & Co. p. 54. CS1 maint: Extra text: editors list (link)
Jump up ^ "Most hundreds in a career". Cricinfo. Retrieved 8 January 2010.
^ Jump up to: a b c d Berry, Scyld, ed. (2009). "First-Class Records – Batting – Most Runs". Wisden Cricketers' Almanack (146th ed.). John Wisden & Co. p. 139.
Jump up ^ "Patsy Hendren player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Wally Hammond player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Phil Mead player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Geoffrey Boycott player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Graeme Hick player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Len Hutton player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Graham Gooch player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Denis Compton player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Tom Graveney player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Donald Bradman player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Donald Bradman, Batting by team". CricketArchive. Retrieved 23 March 2010.
Jump up ^ "Viv Richards player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Viv Richards, Batting by team". CricketArchive. Retrieved 23 March 2010.
Jump up ^ "Mark Ramprakash player profile". CricketArchive. Retrieved 6 July 2012.
Jump up ^ "Surrey 217- 4...Wilson 27*..Ramprakash 115*...number 113 of Ramprakash's first class career..." Retrieved 24 August 2010.
Jump up ^ "Zaheer Abbas player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Zaheer Abbas, Batting by team". CricketArchive. Retrieved 23 March 2010.
Jump up ^ "Andy Sandham player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Colin Cowdrey player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Tom Hayward player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Glenn Turner player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Glenn Turner, Batting by team". CricketArchive. Retrieved 23 March 2010.
Jump up ^ "John Edrich player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Les Ames player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Ernest Tyldesley player profile". CricketArchive. Retrieved 8 January 2010.
Jump up ^ "Dennis Amiss player profile". CricketArchive. Retrieved 8 January 2010.
External links[edit]
"Most Centuries in First-Class Cricket". CricketArchive. Archived from the original on 11 December 2012. Retrieved 8 January 2010.
show
v
t
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Batsmen who have scored 100 first-class centuries
Hobbs (199)
Hendren (170)
Hammond (167)
Mead (153)
Boycott (151)
Sutcliffe (149)
Woolley (145)
Hick (136)
Hutton (129)
Gooch (128)
Grace (126)
Compton (123)
Graveney (122)
Bradman (117)
Richards (114)
Ramprakash (114)
Abbas (108)
Sandham (107)
Cowdrey (107)
Hayward (104)
Turner (103)
Edrich (103)
Ames (102)
Tyldesley (102)
Amiss (102)
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Environmental education
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Moroccan students watching birds at Nador lagoon during the activities organised by SEO/BirdLife during the World Wetlands Day in Morocco
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Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography. The term often implies education within the school system, from primary to post-secondary. However, it sometimes includes all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc..
Environmental Education (EE) is the teaching of individuals, and communities, in transitioning to a society that is knowledgeable of the environment and its associated problems, aware of the solutions to these problems, and motivated to solve them [6]. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) states that EE is vital in imparting an inherent respect for nature amongst society and in enhancing public environmental awareness. UNESCO emphasises the role of EE in safeguarding future global developments of societal quality of life (QOL), through the protection of the environment, eradication of poverty, minimization of inequalities and insurance of sustainable development (UNESCO, 2014a).
Contents
[hide]
1 Focus
2 Related fields
3 History
3.1 Stockholm Declaration
3.2 Belgrade Charter
3.3 Tbilisi Declaration
4 About
5 Obstacles
6 In the United States
7 Trends
8 Movement
9 See also
10 References
10.1 Notes
10.2 Bibliography
11 External links
Focus[edit]
Environmental education focuses on:
1. Engaging with citizens of all demographics to;
2. Think critically, ethically, and creatively when evaluating environmental issues;
3. Make educated judgments about those environmental issues;
4. Develop skills and a commitment to act independently and collectively to sustain and enhance the environment; and,
5. To enhance their appreciation of the environment; resulting in positive environmental behavioural change (Bamberg & Moeser, 2007; Wals et al., 2014).
Related fields[edit]
Environmental education has crossover with multiple other disciplines. These fields of education complement environmental education yet have unique philosophies.
Citizen Science (CS) aims to address both scientific and environmental outcomes through enlisting the public in the collection of data, through relatively simple protocols, generally from local habitats over long periods of time (Bonney et al., 2009).
Education for Sustainable Development (ESD) aims to reorient education to empower individuals to make informed decisions for environmental integrity, social justice, and economic viability for both present and future generations, whilst respecting cultural diversities (UNESCO, 2014b).
Climate Change Education (CCE) aims in enhancing the public's understanding of climate change, its consequences, and its problems, and to prepare current and future generations to limit the magnitude of climate change and to respond to its challenges (Beatty, 2012). Specifically, CCE needs to help learners develop knowledge, skills and values and action to engage and learn about the causes, impact and management of climate change [1](Chang, 2014).
Science Education (SE) focuses primarily on teaching knowledge and skills, to develop innovative thought in society (Wals et al., 2014).
Outdoor Education (OE) relies on the assumption that learning experiences outdoors in ‘nature’ foster an appreciation of nature, resulting in pro-environmental awareness and action (Clarke & Mcphie,2014). Outdoor education means learning "in" and "for" the outdoors.
Experiential education (ExE) is a process through which a learner constructs knowledge, skill, and value from direct experiences" (AEE, 2002, p. 5) Experiential education can be viewed as both a process and method to deliver the ideas and skills associated with environmental education (ERIC, 2002).
Garden-based learning (GBL) is an instructional strategy that utilizes the garden as a teaching tool. It encompasses programs, activities and projects in which the garden is the foundation for integrated learning, in and across disciplines, through active, engaging, real-world experiences that have personal meaning for children, youth, adults and communities in an informal outside learning setting.
Inquiry-based Science (IBS) is an active open style of teaching in which students follow scientific steps in a similar manner as scientists to study some problem (Walker 2015). Often used in biological and environmental settings.
While each of these educational fields has their own objectives, there are points where they overlap with the intentions and philosophy of environmental education.
History[edit]
The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in Emile: or, On Education. Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseau’s philosophy as he encouraged students to “Study nature, not books.”[2] These two influential scholars helped lay the foundation for a concrete environmental education program, known as nature study, which took place in the late 19th century and early 20th century.
The nature study movement used fables and moral lessons to help students develop an appreciation of nature and embrace the natural world.[3] Anna Botsford Comstock, the head of the Department of Nature Study at Cornell University, was a prominent figure in the nature study movement and wrote the Handbook for Nature Study in 1911, which used nature to educate children on cultural values.[3] Comstock and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature Study garner tremendous amounts of support from community leaders, teachers, and scientists and change the science curriculum for children across the United States.
A new type of environmental education, Conservation Education, emerged as a result of the Great Depression and Dust Bowl during the 1920s and 1930s. Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history.[3] Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period.
The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education. During this time period, many events – such as Civil Rights, the Vietnam War, and the Cold War – placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carson’s Silent Spring, and the significant amounts of air pollution and waste, the public’s concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism. Environmental education was born of the realization that solving complex local and global problems cannot be accomplished by politicians and experts alone, but requires "the support and active participation of an informed public in their various roles as consumers, voters, employers, and business and community leaders" [4]
One of the first articles about environmental education as a new movement appeared in the Phi Delta Kappan in 1969, authored by James A. Swan.[5] A definition of "Environmental Education" first appeared in The Journal of Environmental Education in 1969, authored by William B. Stapp.[6] Stapp later went on to become the first Director of Environmental Education for UNESCO, and then the Global Rivers International Network.
Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about environmental problems – paved the way for the modern environmental education movement. Later that same year, President Nixon passed the National Environmental Education Act, which was intended to incorporate environmental education into K-12 schools.[7] Then, in 1971, the National Association for Environmental Education (now known as the North American Association for Environmental Education) was created to improve environmental literacy by providing resources to teachers and promoting environmental education programs.
Internationally, environmental education gained recognition when the UN Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared environmental education must be used as a tool to address global environmental problems. The United Nations Education Scientific and Cultural Organization (UNESCO) and United Nations Environment Program (UNEP) created three major declarations that have guided the course of environmental education.
Stockholm Declaration[edit]
June 5–16, 1972 - The Declaration of the United Nations Conference on the Human Environment. The document was made up of 7 proclamations and 26 principles "to inspire and guide the peoples of the world in the preservation and enhancement of the human environment."
Belgrade Charter[edit]
October 13–22, 1975 - The Belgrade Charter[8] was the outcome of the International Workshop on Environmental Education held in Belgrade, Jugoslavia (now Serbia). The Belgrade Charter was built upon the Stockholm Declaration and adds goals, objectives, and guiding principles of environmental education programs. It defines an audience for environmental education, which includes the general public.
Tbilisi Declaration[edit]
October 14–26, 1977 - The Tbilisi Declaration "noted the unanimous accord in the important role of environmental education in the preservation and improvement of the world's environment, as well as in the sound and balanced development of the world's communities." The Tbilisi Declaration updated and clarified The Stockholm Declaration and The Belgrade Charter by including new goals, objectives, characteristics, and guiding principles of environmental education.
Later that decade, in 1977, the Intergovernmental Conference on Environmental Education in Tbilisi, Georgia emphasized the role of Environmental Education in preserving and improving the global environment and sought to provide the framework and guidelines for environmental education. The Conference laid out the role, objectives, and characteristics of environmental education, and provided several goals and principles for environmental education.
About[edit]
Environmental education has been considered an additional or elective subject in much of traditional K-12 curriculum. At the elementary school level, environmental education can take the form of science enrichment curriculum, natural history field trips, community service projects, and participation in outdoor science schools. EE policies assist schools and organizations in developing and improving environmental education programs that provide citizens with an in-depth understanding of the environment. School related EE policies focus on three main components: curricula, green facilities, and training.
Schools can integrate environmental education into their curricula with sufficient funding from EE policies. This approach – known as using the “environment as an integrating context” for learning – uses the local environment as a framework for teaching state and district education standards. In addition to funding environmental curricula in the classroom, environmental education policies allot the financial resources for hands-on, outdoor learning. These activities and lessons help address and mitigate "nature deficit disorder", as well as encourage healthier lifestyles.
Green schools, or green facility promotion, are another main component of environmental education policies. Greening school facilities cost, on average, a little less than 2 percent more than creating a traditional school, but payback from these energy efficient buildings occur within only a few years.[9] Environmental education policies help reduce the relatively small burden of the initial start-up costs for green schools. Green school policies also provide grants for modernization, renovation, or repair of older school facilities. Additionally, healthy food options are also a central aspect of green schools. These policies specifically focus on bringing freshly prepared food, made from high-quality, locally grown ingredients into schools.
In secondary school, environmental curriculum can be a focused subject within the sciences or is a part of student interest groups or clubs. At the undergraduate and graduate level, it can be considered its own field within education, environmental studies, environmental science and policy, ecology, or human/cultural ecology programs.
Environmental education is not restricted to in-class lesson plans. Children can learn about the environment in many ways. Experiential lessons in the school yard, field trips to national parks, after-school green clubs, and school-wide sustainability projects help make the environment an easily accessible topic. Furthermore, celebration of Earth Day or participation in EE week (run through the National Environmental Education Foundation) can help further environmental education. Effective programs promote a holistic approach and lead by example, using sustainable practices in the school to encourage students and parents to bring environmental education into their home.
The final aspect of environmental education policies involves training individuals to thrive in a sustainable society. In addition to building a strong relationship with nature, citizens must have the skills and knowledge to succeed in a 21st-century workforce. Thus, environmental education policies fund both teacher training and worker training initiatives. Teachers train to effectively teach and incorporate environmental studies. On the other hand, the current workforce must be trained or re-trained so they can adapt to the new green economy. Environmental education policies that fund training programs are critical to educating citizens to prosper in a sustainable society.
Obstacles[edit]
A study of Ontario teachers explored obstacles to environmental education.[10] Through an internet-based survey questionnaire, 300 K-12 teachers from Ontario, Canada responded. Based on the results of the survey, the most significant challenges identified by the sample of Ontario teachers include over-crowded curriculum, lack of resources, low priority of environmental education in schools, limited access to the outdoors, student apathy to environmental issues, and the controversial nature of sociopolitical action.[10]
An influential article by Stevenson (2007) outlines conflicting goals of environmental education and traditional schooling.[11] According to Stevenson (2007), the recent critical and action orientation of environmental education creates a challenging task for schools. Contemporary environmental education strives to transform values that underlie decision making from ones that aid environmental (and human) degradation to those that support a sustainable planet.[12] This contrasts with the traditional purpose of schools of conserving the existing social order by reproducing the norms and values that currently dominate environmental decision making.[11] Confronting this contradiction is a major challenge to environmental education teachers.
Additionally, the dominant narrative that all environmental educators have an agenda can present difficulties in expanding reach. It is said that an environmental educator is one "who uses information and educational processes to help people analyze the merits of the many and varied points of view usually present on a given environmental issues."[13] Greater efforts must be taken to train educators on the importance of staying within the profession's substantive structure, and in informing the general public on the profession's intention to empower fully informed decision making.
In the United States[edit]
Following the 1970s, non-governmental organizations that focused on environmental education continued to form and grow, the number of teachers implementing environmental education in their classrooms increased, and the movement gained stronger political backing. A critical move forward came when the United States Congress passed the National Environmental Education Act of 1990, which placed the Office of Environmental Education in the U.S. Environmental Protection Agency and allowed the EPA to create environmental education initiatives at the federal level.[7]
In the United States some of the antecedents of Environmental Education were Nature Studies, Conservation Education and School Camping. Nature studies integrated academic approach with outdoor exploration (Roth, 1978). Conservation Education brought awareness to the misuse of natural resources. George Perkins Marsh discoursed on humanity’s integral part of the natural world. The governmental agencies like the U.S. Forest Service and the EPA were also pushing a conservation agenda. Conservation ideals still guide environmental education today. School Camping was exposure to the environment and use of resources outside of the classroom for educational purposes. The legacies of these antecedents are still present in the evolving arena of environmental education.
Trends[edit]
One of the current trends within environmental education seeks to move from an approach of ideology and activism to one that allows students to make informed decisions and take action based on experience as well as data. Within this process, environmental curricula have progressively been integrated into governmental education standards. Some environmental educators find this movement distressing and a move away from the original political and activist approach to environmental education while others find this approach more valid and accessible.[citation needed] Regardless, many educational institutions are encouraging students to take an active role in environmental education and stewardship at their institutions. They know that "to be successful, greening initiatives require both grassroots support from the student body and top down support from high-level campus administrators."[14]
Movement[edit]
A movement that has progressed since the relatively recent founding (1960s) of environmental education in industrial societies has transported the participant from nature appreciation and awareness to education for an ecologically sustainable future. This trend may be viewed as a microcosm of how many environmental education programs seek to first engage participants through developing a sense of nature appreciation which then translates into actions that affect conservation and sustainability.
Programs range from New York to California, including Life Lab at University of California, Santa Cruz, as well as Cornell University in Ithaca. [2]
See also[edit]
The Amazonia Conference
Arts-based environmental education
Citizen Science
Climate Change
Earth Expeditions
Education for Sustainable Development
Environmental adult education
Environmental psychology
Environmental science
Environmental studies
Expeditionary education
Fourth International Conference on Environmental Education
Global education
Go Green Initiative (GGI)
Learnscapes
List of environmental degrees
List of environmental degree-granting institutions
List of environmental education institutions
Nature centers
Network of Conservation Educators and Practitioners
Outdoor education
Quality of life
Science Education
Science, Technology, Society and Environment Education
UNESCO
References[edit]
Notes[edit]
Jump up ^ Chang, C. H. (2014). Climate change education: Knowing, doing and being. Rutledge.[1]
Jump up ^ Berkeley.edu
^ Jump up to: a b c Bill Cronon, WilliamCronon.net
Jump up ^ Canadian Environmental Grantmakers Network. 2006. "Environmental Education in Canada: An overview for grantmakers," Toronto: ON. http://www.cegn.org/english/home/documents/EEBrief_Eng.pdf, p. 2
Jump up ^ Swan, J.A. (1969). "The challenge of environmental education". Phi Delta Kappan. 51: 26–28.
Jump up ^ Stapp, W.B.; et al. (1969). "The Concept of Environmental Education" (PDF). The Journal of Environmental Education. 1 (1): 30–31.
^ Jump up to: a b EElink.net
Jump up ^ The Belgrade Charter, Adopted by the UNESCO-UNEP International Environmental Workshop, October 13–22, 1975. http://unesdoc.unesco.org/images/0001/000177/017772eb.pdf accessed 3 March 2011
Jump up ^ Earthday.net
^ Jump up to: a b Tan, M.; Pedretti, E. (2010). "Negotiating the complexities of environmental education: A study of Ontario teachers". Canadian Journal of Science, Mathematics and Technology Education. 10 (1): 61–78. doi:10.1080/14926150903574320.
^ Jump up to: a b Stevenson, R. B. (2007). "Schooling and environmental education: Contradictions in purpose and practice". Environmental Education Research. 13 (2): 139–153. doi:10.1080/13504620701295726.
Jump up ^ Tanner, R.T. 1974. "Ecology, environment and education," Lincoln, NE, Professional Educators Publications
Jump up ^ Hug, J. (1977). Two hats. In H. R. Hungerford, W. J. Bluhm, T. L. Volk, & J. M. Ramsey (Eds.), Essential Readings in Environmental Education (pp. 47). Champaign, IL: Stipes Publishing
Jump up ^ Reynolds, Heather; Brondizio, Eduardo; Robinson, Jennifer; Karpa, John; Gross, Briana (2010-01-11). Teaching Environmental Literacy. Indiana University Press. p. 178. ISBN 9780253221506.
Bibliography[edit]
Gruenewald, D.A. (2004). "A Foucauldian analysis of environmental education: toward the socioecological challenge of the Earth Charter". Curriculum Inquiry. 34 (1): 71–107. doi:10.1111/j.1467-873x.2004.00281.x.
Hoelscher, David W. 2009. "Cultivating the Ecological Conscience: Smith, Orr, and Bowers on Ecological Education." M.A. thesis, University of North Texas. http://digital.library.unt.edu/ark:/67531/metadc12133/m1/
Kyburz-Graber, R.; Hofer, K.; Wolfensberger, B. (2006). "Studies on a socio-ecological approach to environmental education – a contribution to a critical position in the education for sustainable development discourse". Environmental Education Research. 12 (1): 101–114. doi:10.1080/13504620500527840.
Lieberman, G.A. & L.L. Hoody. 1998. "Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning." State Education and Environment Roundtable, Poway, CA.
Lieberman, Gerald A. 2013. Education and the Environment: Creating Standards-Based Programs in Schools and Districts. Cambridge, MA: Harvard Education Press.
Malone, K (1999). "Environmental education researchers as environmental activists". Environmental Education Research. 5 (2): 163–177. doi:10.1080/1350462990050203.
Palmer, J.A, 1998. Environmental Education in the 21st Century: Theory, Practice, Progress, and Promise. Routledge.
Roth, Charles E. 1978. "Off the Merry-Go-Round and on to the Escalator". pp. 12–23 in From Ought to Action in Environmental Education, ed. William B. Stapp. Columbus, OH: SMEAC Information Reference Center. Ed 159 046.
"Overhauling environmental education". Science. 276: 361. doi:10.1126/science.276.5311.361d.
Smyth, J.C. (2006). "Environment and education: a view of a changing scene". Environmental Education Research. 12 (3-4): 247–264. doi:10.1080/13504620600942642.
Stohr, W (2013). "Coloring a Green Generation: The Law and Policy of Nationally-Mandated Environmental Education and Social Value Formation at the Primary and Secondary Academic Levels". The Journal of Law and Education. 42 (1): 1–110.
Bamberg, S.; Moeser, G. (2007). "Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour". Journal of Environmental Psychology. 27 (1): 14–25. doi:10.1016/j.jenvp.2006.12.002.
Beatty. A., 2012. Climate Change Education. Washington, DC: The National Academies Press
Bonney, R.; et al. ", 2009. Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy". BioScience. 59 (11): 977–984. JSTOR 10.1525/bio.2009.59.11.9. doi:10.1525/bio.2009.59.11.9.
Clarke, D.A.G.; Mcphie (2014). "Becoming animate in education: immanent materiality and outdoor learning for sustainability". Journal of Adventure Education and Outdoor Learning. 14 (3): 198–216. doi:10.1080/14729679.2014.919866.
Education Resources Information Centre (ERIC), 2002. Outdoor, Experiential, and Environmental Education: Converging or Diverging Approaches? [pdf]. ERIC Development Team. Available at: <http://files.eric.ed.gov/fulltext/ED467713.pdf>
Pooley, J.A.; O'Connor, M. (2000). "Environmental education and attitudes - Emotions and beliefs are what is needed" (PDF). Environment and behavior. 32 (5): 711–723. doi:10.1177/0013916500325007.
United Nations Educational, Scientific and Cultural Organization., 2014a. Ecological Sciences for Sustainable Development. [online] Available at: <http://www.unesco.org/new/en/natural-sciences/environment/ecological-sciences/capacity-building-and-partnerships/educational-materials/>
United Nations Educational, Scientific and Cultural Organization., 2014b. Shaping the Future We Want: UN Decade of Education for Sustainable Development. [pdf] Paris: UNESCO. Available at: < http://unesdoc.unesco.org/images/0023/002301/230171e.pdf>
Wals, A. E.; et al. ", 2014. Convergence Between Science and Environmental Education" (PDF). Science. 344 (6184): 583–4. doi:10.1126/science.1250515.
Walker. M. D. 2015. Teaching Inquiry-based Science. Sicklebrook Publishing. ISBN 978-1312955622
External links[edit]
Wikimedia Commons has media related to Environmental education.
Belgrade Charter
Council for Environmental Education (CEE)
Earth Day Network
Environmental Education Linked Network
Fourth International Conference on Environmental Education, Tbilisiplus30
Mobile Environmental Education Projects (MEEPs)
National Environmental Education Foundation
OurEarth.org College Directory
State Education and Environment Roundtable (SEER)
Tbilisi Declaration
United Nations Environmental Education Programme (UNEP)
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GND: 4061627-7
NDL: 00952494
Retrieved from "https://en.wikipedia.org/w/index.php?title=Environmental_education&oldid=784395857"
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