| Abstrakt: |
This article presents information on the progress in environmental education. Perhaps it is time to develop new thoughts and directions to work as researchers and educators and seek to fill the void created. The writers offer tentative suggestions for a way forward. The first of these is a call for more conceptual and practical energy to be focused on the concept of education itself. It is suggested that if one lack confidence in education one may on the surface encourage students to be socially critical, yet feel the need to steer them towards a 'best' direction. Gaining confidence in "education" will require more clarity. One will need to be more clear about the nature of education and the problems of blurring distinctions between education and activism. Secondly, the deterministic tendencies inherent in constructions like "education for the environment" need to be reversed. Indeed, perhaps one need to consciously ensure that indeterminacy is built into programmes and instruction. |
