"Have you observed any so
called educated urban dweller going for a morning walk hoping to prolong his life for some more years, but
bringing back with him chemical-filled vegetables and other items in many small
plastic bags, with mask on his face……………?"
We, with
other creatures, have been inseparable part of the environment ever since our
appearance on this beautiful earth-the only living planet. In the beginning,
being primitive, our limited needs did not disturb the harmony of nature since
the amount and extent of damages to the environment was insignificant. But
later, our population growth, with increased needs as well as scientific, commercial
and technological advancement, accelerated the pace of environmental
degradation. Today, at the dawn of a new millennium, we have begun to hear more
new words like global warming, ozone depletion, garbage, pollution, poaching,
habitat loss, dwindling forests, urbanisation, desertification, species loss,
acid rain, climate change, degradation, development, war, terrorism, famine,
etc,.
The most
recent and deadly of all these issues which has also become the major cause of
other issues, damaging the earth's basic functions is climate change. All these
words sound very big, alarming and complex, but their roots are all embedded
and closely linked in our daily behaviour and activities. However, it is hard
to believe this! We always blame a big industry or an oil mine for polluting
our environment and changing the earth's climatic pattern, but fail to
recognise how much our demands are that accelerates this grave issue.
It is very
much true that the root cause of all these problems is the increase in human
population. Just a year ago global human population reached seven billion which
is alarmingly on rise. Out of these, almost 1/5th are hungry, 1/5th
lack access to clean water and nearly 1 billion adults are illiterate. Disease
and famine are striking every where. Globally, forest, the size of United
Kingdom, is being lost every year. Climate induced problems have given rise to
new challenges, new issues and new diseases in humans, plants, animals and
crops. With the increased production of food and meat to feed the growing world
population, more greenhouse gases are being released into the atmosphere.
The
environment and its allied problems do not recognise any political boundary
created by the humans. However, we fail to see these connections.
Now that
climate change is a reality, it must be remembered that Nepal is one of the
countries which will be seriously hit by its impacts, such as melting snows,
flooding, flash floods, landslides and reduction in agricultural produces,
rendering people hungry, homeless, jobless with increased crime and
destruction.
All these
problems and issues bring to our mind a question the whole world is asking: Is
there a way that we humans can change our behaviour pattern and lifestyle in
harmony with the changing climate? We are already at the verge of extermination
today, and if we are not careful in our behaviour, we will invite the doomsday
even sooner!! Hence, if we are to
compromise with the changing climate and environment and to adapt the predicted
environmental catastrophe, the only answer and hope is 'Environment Education'.
Any
citizen who misses environment education and education for sustainable
development (EE/ESD) today will be a blind individual tomorrow in her/his
thought and actions. Therefore, chapter 36 of Agenda 21 of the Rio Summit, and
all the succeeding EE/ESD summits and conferences clearly state the need to
educate the people of all ages on environment and its associated issues. EE/ESD
has been considered very instrumental in shaping an individual's personality
and forming positive attitude and behaviour towards our environment.
The
educators/teachers should be able to establish and explain the relationships
between the content of the books and the reality. In other words, we should be
able to translate and communicate the content of the books into action. With a
little twist, some of the topics in the existing curriculum can be made
environmental and climate change-oriented.
Just by
memorising the laws of nature and learning about the environment does not
change our behaviour and solve our problems. For example, a student may score
distinction in the subject. On reaching home, his parents may ask him to get
rid of the garbage lying about. If he doesn't know to dispose off the garbage
safely, he has learnt nothing to work 'for' the environment. As such, rather
than learning 'through' and 'about' the environment, we should teach and learn
something that we can do 'for' the environment. We have ample chances to
practically follow and experiment the activities outlined/designed in the
textbooks and we can even design activities in the context of climate change.
The students can study and investigate a forest fire, a snake charmer, a bird
seller, a busy street, an industry, a community, family size, energy issues,
farming and chemical fertilizers, a temple, any place of cultural interest, and
inter-connections can be made among all these issues, etc. These reports can be
shared in the class; discussion on these themes can take place and an "action plan" can be prepared to
address the issues encountered, thereby reforming the behaviour at the
individual, household and community level for improving resilience.
Hence, in
order to revitalise the only living planet earth, let's all unite and sincerely
educate all the citizens to make it ecologically, politically and spiritually a
secure place to inhabit. In other words, the challenge is ahead of us, each of
us! The future of our common home rests on our hands. We are the most
responsible creatures in ruining our planet, and it is high time that we start
the repair work. A fifth century
Chinese poet Kuan-Tzu has said, 'If you plan for one year, plant rice, if you
plan for ten years, plant trees, if you plan for 100 years, educate
mankind!'….and this is where we all are!!
Center for Environment Education Nepal.
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