Submitted by Jessie Morris (not verified) on December 3, 2007 - 19:40.
In his article, “Climate Change Meets Ecophobia,” David Sobel explains how teachers can begin to teach children about the currently serious issue of global warming and how to avoid being counterproductive. Instead of bombarding our students with information about the environment, he argues that we should help children develop good environmental behaviors through continuous encouragement and training in being environmentally proactive. Sobel writes, “Research suggests a very strong link behind childhood nature experience and adult environmental behavior” (18). If this is the case, it becomes even more crucial that teachers instill the desire to improve the environment in their students so that the next generation grows up to be more environmentally responsible than most adults are today.
In order to provide continuous training in environmental activism, teachers must convey their increasing expectations for their children of what they are capable of accomplishing, which in turn can lead to children’s increasing responsibility. I believe that “the ladder of environmental responsibility” which Sobel describes is an excellent way for elementary schools to model a culture in which students take on more challenges at each grade level. Through these practices, students are actively learning about and doing constructive, environmental things that are age appropriate. Logically, this model seems like it would serve the purpose because as students mature, they are able to handle more responsibility. I think this is a great model that more schools should adopt.
The “ladder of environmental responsibility” model provides some great examples of ways for children to actively engage in environmentally friendly activities. A few of these activities are maintaining a flower or vegetable garden, running a recycling program, and tending a composting program (Sobel 20). There are countless activities for teachers and students to work on together. Ideally, these proactive behaviors could spread from the schools to the wider communities, towns, and cities, having an even greater impact on the environment.
Teaching children to be environmentally responsible
Submitted by Jessie Morris (not verified) on December 3, 2007 - 19:40.
In his article, “Climate Change Meets Ecophobia,” David Sobel explains how teachers can begin to teach children about the currently serious issue of global warming and how to avoid being counterproductive. Instead of bombarding our students with information about the environment, he argues that we should help children develop good environmental behaviors through continuous encouragement and training in being environmentally proactive. Sobel writes, “Research suggests a very strong link behind childhood nature experience and adult environmental behavior” (18). If this is the case, it becomes even more crucial that teachers instill the desire to improve the environment in their students so that the next generation grows up to be more environmentally responsible than most adults are today.
In order to provide continuous training in environmental activism, teachers must convey their increasing expectations for their children of what they are capable of accomplishing, which in turn can lead to children’s increasing responsibility. I believe that “the ladder of environmental responsibility” which Sobel describes is an excellent way for elementary schools to model a culture in which students take on more challenges at each grade level. Through these practices, students are actively learning about and doing constructive, environmental things that are age appropriate. Logically, this model seems like it would serve the purpose because as students mature, they are able to handle more responsibility. I think this is a great model that more schools should adopt.
The “ladder of environmental responsibility” model provides some great examples of ways for children to actively engage in environmentally friendly activities. A few of these activities are maintaining a flower or vegetable garden, running a recycling program, and tending a composting program (Sobel 20). There are countless activities for teachers and students to work on together. Ideally, these proactive behaviors could spread from the schools to the wider communities, towns, and cities, having an even greater impact on the environment.