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ESSAYS AND PAPERS |
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| International Council for Adult Education - ICAE Contribution to the Earth Charter Consultation Process Oficina Regional para América Latina 1. What values, principles, and/or codes of conduct from your organization, field of endeavour, or moral tradition could contribute to development of the Earth Charter? As the Twenty-First Century approaches, concern grows over the continuing capacity of the planet to sustain all forms of life, including human life. Heavy and disproportionate use of non-renewable energy in the wealthy countries, on-going use of toxic chemicals in the global food chain, escalating violence around the world, continued production and sales of military weapons, global warming, rapid urban growth, changing human migratory patterns, environmental refugees, the reduction of biodiversity and the increasing risks to the world's fresh water supplies to name but a few are part of a deepening crisis of sustainability. Further, the negative impact of the crisis of sustainability is not evenly distributed throughout the world. The poorest nations and the poorest people within all nations are most at risk. The production and distribution of ecological knowledge, the learning of new skills, and the development of methods of educating not only children, but the adults as well, is crucial to the continued survival of the planet. The vast majority of voters, consumers, workers, employers, and parents are adults who make critical decisions that influence their children and affect the biosphere everyday. Given this, adults deserve and should have access to education in order to develop the skills, knowledge and awareness they need to challenge socio-environmental and work towards more sustainable societies. The National Institute of Adult and Continuing Education (NIACE) in Britain suggests that at this stage in the rapid progression of environmental degradation it would be hazardous to simply ...wait for the present generation of school and college students to begin applying their newly-won environmental awareness [instead] we must educate those who are making vital decisions now. Human beings have the ability to acquire knowledge through various processes. In every process, there exists the opportunity to learn. The learning process is one of many processes integrated into peoples' lives. The central idea in creating learning opportunities for adults is the recognition that human beings have many senses with which we perceive the world. They also have diverse learning styles with which they are comfortable. To be most effective, creating opportunities to learn must make full use of peoples' senses and provide space for different learning styles. Humans are thinking, feeling, and active beings. Given the opportunity to experience in all of these realms affords the greatest possibility for personal and social transformation through the learning experience. The learning experience must present the opportunity to think, feel, and act. Adult learners can be presented with endless facts and information, but without a motivation, inspiration or empowerment no change will takepace. If learners are empowered to act as a result of a learning experience, the realization of that resolve to act will be a catalyst and contributor toward societal transformation. Based on the above the Learning for Environmental Action Programme of the International Council for Adult Education has developed a number of principles that guide adult education work around the world. These include:
If education is to be an effective and transformative tool to secure change and achieve a more just and sustainable society, it will have to reach out to people of all ages in all sectors of society. The challenge is to develop environmental education frameworks and policies based on the needs of adults as well as children and youth around the world. Because of adult's role as key actors and decision-makers within society, environmental adult or non-formal education is critical. 2 and 3. The Earth Charter as 'soft law' and New Principles The 1992 Rio de Janeiro United Nations Conference on Environment and Development (UNCED) stated that environmental and social issues are irrevocably inter-related and the root causes of environmental and social problems worldwide are located in the very nature of contemporary social, economic, political and traditional educational systems (which did not look at environmental issues in this light). Agenda 21, the official document of UNCED, emphasizes the role of formal, but most importantly non-formal education, as critical tools for citizens involvement in collective action for sustainability. An analysis of the Summary of Principles shows that the reference to education, this extremely critical and vital area, has been integrated into the Section VIII - Governance and Security. It is our opinion that education plays too important a role in the creation of healthy communities and the progression towards sustainable development to simply be an 'add-on'. It merits its own section and a stronger emphasis.Therefore, there a new heading, Number X, should be added and titled Environmental Education. Within the already existing Section on Governance, item #4, which begins 'Environmental education programmes should be established...' should be broken into three parts. The first should include:
4. Attitudes that should be explicitly mentioned in the Earth Charter One of the first basic attitudes should be respect for women, reverence for life and working in partnership with the rest of nature. In the words of two LEAP community-based educators:
In most traditional African rural settings, there always existed an intimate and sacred relationship between humans and the environment. The trees and the animals were the source of existence. Nature provided food, water, medicine and many other resources depended upon for survival. Wonder Children often retain a sense of wonder with the world around them until the process of socialization conditions and changes them to behave and feel differently, at least publically. However, this sense is still contained, albeit deeply, in the hearths and minds of adults. Transformative education works to restore and/or re-create this very natural sense of wonder that existed. The sense of wonder helps to strengthen the feelings of respect, reverence and the sacredness of all life. As a result, nature becomes partner rather than just resource. Respect for Persons The way that humans treat the planet parallels the ways in which they treat each other. A transformation of destructive human attitudes and behaviours must begin with the respect by humans for their diversity and different ways of knowing and being. If we do not care for and respect each other and we do not listen to our own stories, we will not care for, respect or hear the rest of nature when it calls out. 5. Further observations and Recommendations We suggest that the ideas of inter-dependence and partnership be included as attitudes which should be explicitly mentioned in the Earth Charter. Inter-dependence and Partnership Within relationships there is not only an inter-connectedness but an inter-dependence which, when not oppressive or exploited, is more complex and mutually fulfilling. Being dependant does not always have to be a sign of weakness - look at nature. Given that nature functions as an inter-dependent whole in which humans are a part BUT not essential, encouraging a deeper sense of need and inter-dependency through education, which for humans IS essential, would bring about a healthier and more fulfilling relationship. 6. Process and Groups Involved in preparing this document The process undertaken was:
They will also be made into a booklet for the upcoming CONFINTEA V in Hamburg, Germany in July. Groups
Asian South Pacific Bureau for Adult Education WAINMATE Private Mail Bag Suva, Fiji Islands
Robbie Guevara
Owor Peter Minor
Gida Babirye, Yasini Kauta, Aziibu Senner Ahamed Rosa Muraguri-Mwololo
Vilma McClenan
Shirley Follen
Darlene Clover
Joaquin Esteva
Abdulaziz Alsunbul
Graeme Gibson
Ian Butterworth Some suggestions for future environmental adult education policies and priorities:
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