educacíon ambiental en alemania

8/4/2019 Educacon ambiental en Alemania

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P e r g a m o nHistory of European Ideas, V o l . 2 1 , N o . 1 , p p . 1 7 - 2 9 , 1 9 9 5C o p y r i g h t 1 9 9 5 E l s e v i e r S c i e n c e L t d0 1 9 1 - 6 5 9 9 ( 9 4 ) E 0 0 9 2 - S P r i n t e d i n G r e a t B r i t a in . A l l r i g h t s r e s e r v e d0 1 9 1 - 6 5 9 9 / 9 5 $ 9 . 5 0 + 0 . 0 0

E N V I R O N M E N T A L E D U C A T I O N I N T H E F E D E R A LR E P U B L I C O F G E R M A N Y

G O N T E R E U L E F E L D *

A B S T R A C TEnvironmenta l Educa t ion (EE) is b roadly d iscussed in the Federa l Republ ic ofG erm any . Th e dif ferent conc eption s may be classif ied as the cognitive, the em otive, thecogn itive-exper iential and the sy stem -cr it ical m odel. In the ar tic le , the role of insti tutionsin the educational system, dealing with EE, is described. Current activities in empiricalresearch work and some f ind ings on EE in G erm an schools a re repor ted .

I N T R O D U C T I O NT h e c o n s e r v a t i o n m o v e m e n t b e g a n i n G e r m a n y d u r i n g t h e n i n e t e en t h c e n t u r y

i n v ie w o f t h e i n c re a s i n g e x p l o i t a t i o n o f n a t u r e w h i c h w a s t a k i n g p l a c e. T h e f i r sta s s o c i a t i o n f o r e n v i r o n m e n t a l c o n s e r v a t i o n w a s f o u n d e d i n 1 89 9. I ts a i m w a s t oe n c o u r a g e a n d p r o m o t e a n a w a r e n es s o f t h e e n v i r o n m e n t a n d t o p r o t e c t n a t u r a la r e a s a g a i n st e c o n o m i c d e s t r u c t i o n .

T o d a y , t h e r e a re m o r e t h a n 10 0 a s s o ci a ti o n s p o o l e d u n d e r th e u m b r e l l ao r g a n i z a t i o n o f ' D e u t s c h e r N a t u r s c h u t z r i n g ' ( D N R ) , a n d t h e w h o l e p o p u l a t i o ni s q u i te a w a r e o f t h e i m p o r t a n c e o f c o n se r v in g a n d p r o t e c t i n g t h e e n v i r o n m e n t . I th a s o f t e n b e e n a r g u e d t h a t o n l y a ri c h c o u n t r y c an a f f o r d a g o o d e n v i r o n m e n t a lp r o t e c t i o n p o l i c y . G e r m a n s , w h o a r e r e g a r d e d a s q u i t e w e a l t h y , a r e a l s o w el la w a r e o f th e i m p o r t a n c e o f c o m m e r c e a n d m a i n t a i n i n g jo b s . A l t h o u g h t h ee c o n o m i c a n d e c o l o gi c a l p e r sp e c t iv e m i g h t a p p e a r a s i n c o m p a t i b l e , t h e y c a ne x i s t s i m u l t a n e o u s l y a s l o n g a s n o a c t i o n i s i m p o s e d . T h e n , h o w e v e r , t h ee c o n o m i c a r g u m e n t g e n r e a l l y p r e v ai l s. L o n g l a s t in g e f f e c ts h a v e t o b e c o n s i d e r e dt o c h a n g e t h e se p r i o ri t i e s. T h e a i m o f e n v i r o n m e n t a l e d u c a t i o n is t o c h a n g e t h ec o n s c i o u s n e s s a n d r e a d in e s s . M a n ' s r e l a t i o n s h i p w i t h th e e n v i r o n m e n t , w i thw h i c h h e i s i n e x t r i c a b l y e n t w i n e d , n e e d s t o b e n e w l y d e f i n e d a n d r e - e v a l u a t e d .

I. C O N C E P T I O N S O F E N V I R O N M E N T A L E D U C A T I O NI n G e r m a n y , s e v e r a l e c o l o g i c a l c o n c e p t s a n d p o s s ib i l it i es h a v e b e e n d i s c u s s e d

a b o u t h o w t h e y c an b e t r a n s l a te d i n to a c t i o n i n o u r s y s t em o f e d u c a t i o n .

*D epar tm ent o f Bio logy Didac tics , Ins t i tu te for Sc ience Edu ca t ion IPN , Olshausens tr62, University of Kiel, 24098 Kiel, Germ any .17


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18 Gi i n t er Eu l e f e l dThe cogn i t iv e mode l. " En v i r onm en t a l educa t i on i s r egar ded as a way t o en l igh t en t hep o p u l a t i o n a b o u t t h e e n v i r o n m e n t a l p r o b l e m s

T h e c o g n i t i v e m o d e l i s b a s e d o n t h e s u p p o s i t i o n t h a t a d e m o c r a t i c s o c i e t yc o m p o s e d o f i n f o r m e d c i ti z en s is a p r e r e q u i s i t e f o r t a k i n g t h e n e c e s s a r y s te p s f o rc o n s e r v a t i o n . A c c o r d i n g l y , p u b l i c a t i o n s a n d e x h i b i t io n s , e l e c t ro n i c m e d i a a n dl e a r n i n g s t r a t e g i e s i n s c h o o l s , a s w e l l a s u n i v e r s i t i e s a r e r e q u i r e d t o s p r e a dk n o w l e d g e a b o u t t h e c a u s es , d e v e l o p m e n t s a n d e f fe c t s o f d i f f e re n t f o r m s o fe n v i r o n m e n t a l p o l l u t i o n , a s w e l l a s a b o u t a l t e r n a t i v e s . T h u s , t h e a i m i s t o u s eo f fi c ia l i n f o r m a t i o n a b o u t e n v i r o n m e n t a l p r o b l e m s t o c r e a t e a n e n v i r o n m e n t a l l ya w a r e p o p u l a t i o n ( c f . L 2 ) .The em o t i ve mode l . " Env i r onm en t a l educa t i on i s r egar ded as na t ur e - r e l a t ededuca t i ona l t heor y

T h e e m o t i v e m o d e l , a i m e d a t y o u n g p e o p l e , w a n t s t o g i v e t h e m a c c es s a n d f ir s th a n d e x p e r ie n c e o f e n v i r o n m e n t . E x p e r i e n c e o f t h e n a t u r a l e n v i r o n m e n t , u s in ga l l t h e s e n s e s , i s p a r a m o u n t i n t h i s m o d e l . I n c o m p a r i s o n t h e c o g n i t i v ea c q u i s i t i o n o f e c o l o g i c a l s c i e n t i f i c k n o w l e d g e i s r e g a r d e d a s o f m i n o ri m p o r t a n c e .3The cogn i t i v e - exper i en t i a l mode l. " H er e env i r onm en t a l educa t i on i s r egar ded as ap r o b l e m - a n d a c t i o n - b a s e d m e t h o d o f e c o l o g i c a l l e a r n i n g

T h e c o g n i t i v e - e x p e r i e n t ia l m o d e l p r e s u p p o s e s t h e d o m i n a n c e o f a v a lu es y s te m w h i c h i s e c o n o m i c a l l y o r i e n t a t e d a n d t o o r g a n i z i n g l e a r n i n g p r o c e s s esw h i c h d i r e c t p e r s o n a l a c t i o n i n c r e a s i n g l y to a n e c o l o g i c a l l y b a s e d v a l u e s y s te m .M o r e o v e r , c o g n i t i v e l e a r n i n g s h o u l d b e c l o s e l y c o n n e c t e d t o p e r s o n a le x p e r ie n c e s i n t h e e n v i r o n m e n t a n d s o c i et y . B o t h c o n t e x t s ar e r e g a r d e d a sc o m p l e m e n t a r y a n d n e c e s s a r y e l e m e n t s i f t h e c o n s e r v a t i o n o f n a t u r a l r e s o u r c e ss h o u l d b e g i v e n p r i o r i t y o v e r t h e i r e c o n o m i c a l l y m o t i v a t e d e x p l o i t a t i o n . T h eo v e r a ll g o a l s i n t h is l e a r n in g p r o c e s s a r e f r o m t h e d o m a i n o f e c o l o g y a n d p o l it ic s .I m p o r t a n t s t a rt i n g p o i n t s f o r t h is t y p e o f e d u c a t i o n s h o u l d b e t a k e n f r o m t h ep u p i l' s o w n e n v i r o n m e n t , a l lo w i n g h i m / h e r t o e x p e ri e n c e t h e n e i g h b o u r h o o de n v i r o n m e n t a n d t h e w a y p e o p l e in t e r a c t w i th i t. I n a d d i t i o n , t h e l e a r n e r s h o u l dr e v i e w s o c i a l r e q u i r e m e n t s f o r m a i n t a i n i n g o r i m p r o v i n g t h e r e l a t i o n s h i pc o n s i d e r i n g e f f e c t s a n d m o r a l d i m e n s i o n . 4.5.6E c o p e d a g o g y : T h e m o d e l c r it ic i ze s t h e s o c i o - e c o n o m i c s y s t e m

T h i s m o d e l p r o c e e d s f r o m t h e v i e w t h a t t h e e c o l o g i c a l c ri si s c a n o n l y b e s o lv e di f t h e c u r r e n t t e c h n o c r a t i c a n d s o c ia l s tr u c t u r e s a r e b a s i c a ll y c h a n g e d . M o r e o rl e ss , it s t ri v e s f o r a U t o p i a n s o c i e t y , w h e r e p e o p l e a r e l i v in g a n d l e a r n i n g i n s m a l l ,s e l f- c o n t a in e d a r e a s . I n t h is c o n t e x t , " l e a r n i n g " is u n d e r s t o o d i n t e r m s o f ra t h e ri n d e p e n d e n t p e r s o n a l g r o w t h o f t h e i n d iv i d u a ls . 7

I I . I N S T I T U T I O N S C O N C E R N E D W I T HE N V I R O N M E N T A L E D U C A T I O N

E n v i r o n m e n t a l e d u c a t i o n t a k e s p l ac e in G e r m a n y i n a ll s e c t o rs o f f o r m a l a n di n f o r m a l e d u c a t i o n s y s te m , s T h e m o s t i m p o r t a n t i n s t it u t io n s a r e , o n t h e o n eH i s t o r y o f E u r o p e a n l d e a s


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Environmental Education in the Federal Republic of Germany 19h a n d , n u r s e r y s c h o o l s , s c h o o l s , u n i v e r s i t ie s , c o l l e g e s, a n d r e s e a r c h i n s t i t u t e s , a n do n t h e o t h e r h a n d , a d u l t e d u c a t i o n c e n t r e s, t h e c h u r c h , tr a d e u n i o n s ,e n v i r o n m e n t a l c e n t re s a n d a s s o c i a ti o n s , a s w e ll a s t h e m a s s m e d i a .

1. T a s k s a r e n o w a d a y s u n d e r t a k e n b y t h e nursery schools w h i c h f o r m e r l yb e l o n g e d t o f a m i l y u p b r i n g i n g o f c h il d r e n w i t h i n t h e f a m i ly . T h e s e i n c l u d ee x p e r i e n c i n g t h e e n v i r o n m e n t , c o n c e p t f o r m a t i o n ( i . e . n a m i n g p l a n t s a n da n i m a l s) , c a r in g f o r l iv i n g c re a t u r e s , a p p r e c i a t i o n o f th e e n v i r o n m e n t a n d t h ea v o i d a n c e o f i ts p o l l u t i o n . 92. Schools h a v e a n e v e n m o r e e s s e n ti a l f u n c t i o n i n e n v i r o n m e n t a l e d u c a t i o n .T h e y h a v e t o p r e p a r e c h i l d r e n a n d y o u n g p e o p l e a s f u t u r e c i ti z e ns a n d d e c i s io n -m a k e r s t h a t w i ll p l a y a d e c is iv e r o le f o r th e g o v e r n m e n t ' s e n v i r o n m e n t a l s t r a te g y .W i t h t hi s in m i n d , t h e F e d e r a l G o v e r n m e n t a n d t h e L ~ in de r o f G e r m a n y p u tc o n s i d e r a b l e e m p h a s i s o n e n v i r o n m e n t a l e d u c a t i o n , e s p e c i a ll y s in c e th e 7 0 s.S in c e t h en , e n v i r o n m e n t a l e d u c a t i o n b e c a m e a n i m p o r t a n t c u r r i c u lu m a s p ec t int h e r e l e v a n t s u b j e c t s . F i r s t d e c i s i o n s w e r e a l r e a d y t a k e n i n 1 9 5 3 . T h e n , t h es c i e n t i f i c s u b j e c t s , a s w e l l a s g e o g r a p h y , w e r e r e q u i r e d t o d e a l w i t h t o p i c s o fn a t u r e c o n s e r v a t i o n a n d t h e p r o t e c t i o n o f t h e c o u n t r y s i d e . B y 1 9 73 , c o n s e r v a t i o ni ts e lf b e c a m e a n o v e r a l l t o p i c i n t h e c u r r i c u l u m , a n d i n 1 98 0, t h e p e r m a n e n tC o n f e r e n c e o f t h e M i n i s te r s o f e d u c a t i o n ( K M K ) o f t h e L t i n d e r d e c i d e d t h a t ' t h es c h o o l s, t o o , m u s t f o s t e r i n y o u n g p e o p l e a n a w a r e n e s s o f a n d a se n se o fr e s p o n s ib i l it y f o r t h e i r e n v i r o n m e n t a n d s h o u l d f a v o r a b l y i n f lu e n c e th e i r o u t o fs c h o o l a t t i t u d e s ' J

H o w e v e r , i t w a s u n c l e a r t o w h a t e x t e n t s c h o o l s p u t t h e s e r e c o m m e n d a t i o n si n t o a c t i o n . T h e r e f o r e , a w o r k i n g g r o u p a t th e I P N c a r r i e d o u t a n e m p i r i c a l s t u d yi n 1 98 5, a n d q u e s t i o n n a i r e s w e r e s e n t t o t e a c h e r s i n o r d e r t o i n v e s t i g a t e t h e s ta t eo f e n v i r o n m e n t a l e d u c a t i o n i n t h e s c h oo l s. T h e d a t a s h o w t h a t e n v i r o n m e n t a le d u c a t i o n t o o k p l a c e a c r o ss n i n e r e l e v a n t s u b je c ts i n a p p r o x i m a t e l y a b o u t 1 / 3 o ft h e c l a s s t i m e p e r s u b j e c t w h i c h h a d t w o 4 5 - m i n u t e c l a s s u n i t s a w e e k . T h ed i v i s i o n a c r o s s t h e s u b j e c t s a n d d e t a i l s o f th e c o n t e n t s c a n b e s e e n i n t h ef o l l o w i n g t a b l e .O v e r 8 0 % o f th e a b o v e m e n t i o n e d t o p i c s w e r e c o v e r e d in t h e c o n t e x t o f t h es u b j e c t 's u s u a l l e ss o n s, i. e. m a n y e n v i r o n m e n t a l t o p i c s w e r e s u b j e c t - o r i e n t e d , f o re x a m p l e , 7 8 % o f t h e t o p i c s i n p h y s i c s w e r e c o n c e r n e d w i t h e n e r g y . P r o j e c t st r a n s c e n d i n g t h e u s u a l a r e a o f t h e s u b j e c ts w e r e v e r y r a r e - - p a r t l y d u e t o th e fa c tt h a t s c h o o l s h a r d l y h a d s p e ci fi c r e s o u r ce s . F o r i n s t a n c e , 6 3 . 6 % o f t h e s c h o o l s h a dn o t e a c h i n g u n i t s d e v o t e d t o s p e ci fi c e n v i r o n m e n t a l i ss u es , 6 0 .2 % n o t e a c h e r ' sm a n u a l s , 5 8 . 5% n e i t h e r te s t- k it s n o r i n s t r u c ti o n s o n h o w t o c a r r y o u t r e l e v a n te x p e r i m e n t s . O n l y 1 5 % o f t h e t o p i c s w e r e d i r e c t e d t o s p e c i f ic s i t u a t i o n s , c o u r s e so f a c t i o n , p r o b l e m s o l v in g o r s y s te m a n a l y s is . I n 3 8 . 5 % o f th e t o p i c s c o v e r e d ,t h e s e f e a t u r e s w e r e n o t c l e a r l y d e f i n e d , a n d i n 4 6 . 5 % w r i t t e n m a t e r i a l w a s u s e d t od i s c u ss e n v i r o n m e n t a l p r o b l e m s ( s ee F i g . 1 ).

A c c o r d i n g t o t h e f ig u r e s , o n e c a n s a y t h a t a b o u t 1 / 3 o f t h e t o p ic s , e a r m a r k e db y t h e te a c h e r s a s e n v i r o n m e n t a l e d u c a t i o n , d i d n o t s a t i sf y i m p o r t a n t d i d a c t i cc r it e ri a . T h e n u m b e r o f t o p i c s in t h e c u r r ic u l u m , t h e l i m i te d t i m e , a n d t h es t r u c t u r a l o r g a n i z a t i o n o f t h e s c h o o l d a y h a v e a n e g a t i v e e ff e c t o n t h e r e a l i z a t io no f i n t e r d is c i p l in a r y l e s so n s a n d o u t o f s c h o o l p r o j e c t s . TM

A t t h e m o m e n t , a f o l l o w - u p s t u d y b y t h e I P N , c a r r i e d o u t i n 1 9 9 1, is e v a l u a t e d .T h e f i rs t r e su l t s s h o w t h a t i n t h e 6 y e a r i n t e r v a l b e t w e e n t h e t w o s t u d i e s , t o p i c s

Volume 21, No. 1, February 1995


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a r e i n c r e a s i n g ly t r e a t e d in a p r a c t ic a l m a n n e r . P r o j e c t s a r e u n d e r t a k e n a n d t o p i c sa r e l e ss li k e l y t o b e c o v e r e d i n s in g l e o r d o u b l e l e s s o n u n i t s . I n s t e a d , t h e y a r ed i s c u s s e d o v e r l o n g e r p e r i o d s . T h i s t e st if i es a m o r e i n t e n s i v e t r e a t m e n t o f t h ee n v i r o n m e n t a l t o p ic s . I n a d d i t i o n , t h e t r e a t m e n t w a s n o w m o r e a n d b e t t e r in l in ew i t h t h e d i d a c t i c a l c r i t e r i a o f e n v i r o n m e n t a l e d u c a t i o n t h a n i n 1 98 5 ( c f. F i g . 2 ) .( S i n c e t h e 1 9 9 1 q u e s t i o n n a i r e d i f f e r e d f r o m t h a t i n 1 9 8 5 i n t h e i te m s i n d i c a t i n gs i t u a ti o n o r i e n t a t i o n , t h e r e s ul ts c a n n o t d i r e c t ly b e c o m p a r e d . )

O v e r t h e l a s t y e a r s , t h e i n c r e a s i n g i n i ti a t iv e o f t h e F e d e r a l M i n i s t e r f o rE d u c a t i o n a n d S c ie n ce ( B M B W ) to s u p p o r t e n v i r o n m e n t a l e d u c a t io n p l a y e d as i g n i f ic a n t r o le . I n 1 98 6, f o r i n s t a n c e , th e B M B W c h a i r e d a s y m p o s i u m o n t h e' F u t u r e T a s k s o f E n v i r o n m e n t a l E d u c a t i o n ' . T h e s y m p o s i u m d e a lt w i ths h o r t c o m i n g s i n e n v i r o n m e n t a l e d u c a t i o n a t t h e s c h o o l l e v e l . T h i s e n c o u r a g e dt h e F e d e r a l G o v e r n m e n t a n d t h e L / in d e r to f u n d a p i l o t s c h e m e g e a r e d t o t h et e s t in g o f in n o v a t i v e t e a c h i n g m e t h o d s . T h e t r i a ls h a d b e e n r u n s i n c e 19 87 . T h ed a t a a r e e v a l u a t ed a n d d o c u m e n t e d b y th e G e r m a n S o c i e ty f o r E n v i r o n m e n t a lE d u c a t i o n ( D G U ) a n d t h e I P N . ~3

T h e r e s ul ts s h o w t h a t t h e e n v i r o n m e n t a l l e ss o n s a n d t e a c h i n g o f th e s c h o o l sp a r t i c i p a t i n g i n th e p i l o t s c h e m e a r e d e f i n i t e l y m o r e i n l in e w i t h t h e d i d a c t i cc r i te r i a r e g a r d e d a s r e l e v a n t f o r e n v i r o n m e n t a l e d u c a t i o n ( s e e F ig . 3 ).C o n s i d e r a b l e i n t er e s t w a s g e n e r a t e d , a f t e r t h e u n i f i c a t i o n ( o f th e f o r m e rs o ci al is t G D R w i th t h e W e s t e rn F R G ) , o n h o w e n v i r o n m e n t a l e d u c a t io n d i f f er e di n b o t h r e g i o n s. T h e r e f o r e , a c o m p a r a t i v e s t u d y w a s i n it i at e d . T h e r e s u l ts o f as p e ci a l s a m p l e , w h i c h w a s d r a w n f r o m t e a c h e r s in t h e n e w L ~ in d er ( f o r m e r l y t h e



6/13

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Fig . 3 . T rea tmen t o f env i ronm enta l t op ic s 1991 (mo de l schoo l s , n = 145) .G D R ) , show , fo r 1991, t ha t t he E as t Germ an t each ing d i f fe rs f rom tha t i n theWest . The th ree sub-samples , r epor t ed he re , however , show s imi l a r t r ends ,pa r t i cu la r ly so fo r t he ac t ion o r i en ta t ed app roach in teach ing ( see F ig . 4 ).3. In vocational schools, f inal ly , env i ron men ta l ed uca t ion has p l ayed acons ide rab le ro l e fo r qu i t e a whi l e, m a in ly dea l ing w i th spec if ic env i ronm enta l lyd a m a g i n g p r o d u c t s a n d p r o d u c t i o n p r o c e s se s . TM Ho we v e r , o n l y f o r t h e l a st f e wyears have env i ronmenta l ly impor t an t t op ic s sp read ove r the whole range o fsub jec ts . Th i s deve lo pm ent is i nc reas ing ly supp or t ed by p i lo t s tud ie s subs id i zedby the Li inder . 15'16 B eyo nd the sch ool level, im po rtan t ac t iv i t ies are du e toHistory of European Ideas


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J $ T y p e 1 ( 5 9 , 3 % ) - I - T y p e 2 ( 2 9 , 9 % ) J L T y p e 3 ( 1 0 , 8 % ) IF i g . 4 . T r e a t m e n t o f e n v i r o n m e n t a l t o p i c s ( N e w L ~ i n de r, n = 3 5 6) .u n i v e r s i t i e s a n d r e s e a r c h i n s t i t u t e s , o n t h e o n e h a n d , a n d n o n - f o r m a l a d u l te d u c a t i o n , o n t h e o t h e r .

4. U nivers it ies , co l l eges an d research in s t i tu tes p l a y e d a c e n t r a l r o l e i n t h ed e v e l o p m e n t o f e n v i r o n m e n t a l c o n c e p t s a n d t e a c h i n g m a t e r ia l s s in c e t h e 6 0 s.H o w e v e r , t h e r e a r e f e w b a s e s f o r s y s t e m a t ic t h i r d - le v e l e d u c a t i o n i n th i s ar e a .T h e e x t e n s iv e r a n g e o f c o u r s e s w h i c h a p p e a r s i n th e 7 0 0 - p ag e ' G u i d e t oC o n s e r v a t i o n S t u d y C o u r s e s ', c o m p i l e d b y t h e F e d e r a l E n v i r o n m e n t a lP r o t e c t i o n A g e n c y 17 is f u n d a m e n t a l l y s u b j e c t -s p e c i f ic b a s e d :

'A cont inuing connect ion between research and teaching which can be s ta ted forstand ard subjects at Ge rm an universit ies , does no t seem to hav e occ urred withregard to env ironm ental science'. ~8F u n d s s u p p o r t i n g e n v i r o n m e n t a l r e s e a r c h d i d a l m o s t e x c l u s iv e l y f l o w i n t o th e

h a n d s o f s c i e n ti f ic d i s c ip l i n e s , w h i l e i n t e r d i s c i p l i n a r y r e s e a r c h a n d t e a c h i n gr e l a t e d t o t h e e n v i r o n m e n t d i d n o t g e t , u p t o n o w , a n i m p o r t a n t s h a r e . O n t h ew h o l e , t h e e s t a b l i s h m e n t o f i n t e r d is c i p l in a r y i n s ti tu t e s f o r e n v i r o n m e n t a l s c ie n c el a g s f a r b e h i n d t h e m a n y i n i t i a t i v e s i n o t h e r E u r o p e a n c o u n t r i e s , s u c h a s , f o re x a m p l e , S w e d e n , E n g l a n d a n d H o l l a n d . A l t h o u g h t h e r e a r e i n s t i t u t i o n s i nG e r m a n y - - s u ch a s th e s ci en ti fi c c e n t re f o r ' M a n , E n v i r o n m e n t a n d T e c h n o l o g y 'a t t h e U n i v e r s i ty o f K a s s e l o r t h e ' I n s t i t u t e f o r C o n s e r v a t i o n ' a t th e U n i v e r s i ty o fD o r t m u n d - - t h e s e i n s t it u t io n s m a i n l y c a r r y o u t r e s e a r c h p r o j e c t s o f a s c ie n t if ica n d / o r t e c h n o l o g i c a l k i n d , a n d p a r t l y s p e c i a l p r o j e c t s f o r m i n i s t r i e s .

A t t h e u n i v e r s i t y le v e l , e n v i r o n m e n t a l e d u c a t i o n is s ti ll n o t en vogue . G i v e n t h ef a c t t h a t n e w c o u r s e s w e r e e s t a b l is h e d a t s e v e r a l c o l le g e s a n d u n i v e r s i ti e s i n t h e8 0 s, h o w e v e r , m o s t o f t h e m a r e o f f e r e d a t p o s t g r a d u a t e l ev e l a n d s o m e o f t h e ml e a d t o p r o f e s s io n a l c e r t if i c a ti o n . F o r i n s t a n c e , a n i n i ti a l c o u r s e o n e n v i r o n m e n t a lt e c h n o l o g y is e st a b li s h e d a t t h e F r e e U n i v e r s i ty o f B e r li n , a n d a t t h e B i n g e nT e c h n i c a l C o l l eg e ( R h e i n l a n d - P f a l z ) , a s i m i la r c o u r s e o n c o n s e r v a t i o n i s o f f e r e d .

E v e n i n t e a c h e r t r a i n i n g , e n v i r o n m e n t a l e d u c a t i o n i s g e n e r a l l y l i n k e d t oVol ume 21 , No . 1 , Febr uar y 1995


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24 Giinter Eulefelds p e c i a l iz e d su b j e c t s . E d u c a t i o n a l s c i e n t i st s , h o w e v e r , i n c r e a s i n g l y i n t e n d t o o f f e ra n i n t e r d i s c i p l i n a r y t r a in i n g . I n r e c e n t y e a rs , f u r t h e r e d u c a t i o n c o u r s e s h a v e b e e ne s t a b li s h e d , f o r i n st a n c e a t O l d e n b u r g a n d H a m b u r g . A t t h e U n i v e r s i t y o fO l d e n b u r g , 1 2 V 2 - ye a r i n t e r d i s c i p l i n a r y i n - s e r v i c e c o u r s e i s te s t e d , a n d a t t h eH a m b u r g U n i v e r s i t y , a tw o - s e m e s t e r in - s er v ic e c o u r s e h a s b e e n e s t a b l i sh e d . I na d d i t i o n , a f o u r - s e m e s t e r i n t e r d i s c ip l i n a r y d i p l o m a - c o u r s e o n e n v i r o n m e n t a lc o n s u l t i n g is t r i e d o u t a t H a m b u r g . 19.2 B e y o n d t h i s , t h e r e a r e m a n ye n v i r o n m e n t a l c o u r s e s a n d p r o j e c t s o r g a n i z e d b y a d u l t e d u c a t i o n i n s t i t u t i o n s .

5. Adult education i s p r i m a r i l y o r g a n i z e d b y a d u l t e d u c a t i o n c e n t r e s , c h u r c h e sa n d t r a d e u n i o n s . S i n ce t h e p a r t i c i p a n t s a r e n o t f o r c e d t o a t t e n d t h e c la s se s , t h ec o u r s e s n e e d t o f o c u s o n c u r r e n t t o p i c s o f in t e re s t . A c c o r d i n g l y , e n v i r o n m e n t a lc l a ss e s c o n c e n t r a t e d o n g l o b a l t o p i c s i n t h e 7 0 s , w h i l e in t h e 8 0 s , t h e m a i n s t r e s sw a s o n t o p i c s w h i c h s h o w e d h o w i n d i v i d u a ls c o u l d t a c k l e sp e c if ic e n v i r o n m e n t a li ss ue s. O f t e n , t h i s l e d t o a t r e a t m e n t o f to p i c s o f r a t h e r p e r s o n a l c o n c e r n , f o ri n s t a n c e d e a li n g w i t h o n e ' s o w n g a r d e n , h o u s e h o l d , e n e r g y sa v i n g a n d h o u s ec o n s t r u c t i o n m a t e r i a ls . I n r e c e n t y e a r s , e th i c a l a n d g e n e r a l s o c i a l q u e s t i o n s d i dfi nd g ro w in g at te n ti o n . 21,22.23.24

6. Environmental centres a r e v e r y d iv e r s e k i n d s o f i n s t i t u t io n s , r a n g i n g f r o m ap r i v a t e i n i t ia t i v e f o u n d e d b y a n u n e m p l o y e d b i o l o g i s t to a f u l ly e q u i p p e d , b i g -c i ty s c h o o l b i o l o g y - c e n t re w i t h 3 6 p e r m a n e n t e m p l o y e e s . T h e r e a r e a p p r o x i m a t e l y2 0 0 s u c h c e n t r e s . T h e y i n t e r p r e t t h e m s e l v e s a s p u b l i c a d v i s i n g c e n t r e s o np r o b l e m s o f n a t u r e -c o n s e r v a t i o n , f o r e n v i r o n m e n t a l p r o t e c t i o n a n d f o re n v i r o n m e n t a l e d u c a t i o n . A b o u t 3/4 o f t h e m a r e m a i n l y o c c u p i e d w i t h e c o l o g i c a lr e s e a r c h , s p e c ia l iz i n g o n p r a c t i c a l n a t u r e c o n s e r v a t i o n , o r c a r e o f p r o t e c t e da r e a s. O t h e r s o f f e r g u i d e d t o u r s t o v i s i to r s o r c o o p e r a t e in e n v i r o n m e n t a le x p e r i e n c e s , d e v e l o p b i o l o g y l e s s o n s a n d e n g a g e i n f u r t h e r e d u c a t i o n f o rt e a c h er s . A b o u t V4 o f t h e m g i v e a d v i c e to s c h o o l s , a d u l t e d u c a t i o n c e n t r e s a n d t ot h e g e n e r a l p u b l ic o n t h e w h o l e a r e a o f s ci e n ti fi c , t e c h n o l o g i c a l , c o m m e r c i a l a n dp o l i t i c a l e n v i r o n m e n t a l q u e s t i o n s . L a s t , b u t n o t l e a s t , a s m a l l n u m b e r i se s p e c ia l ly c o n c e r n e d w i t h t h e t e c h n o l o g y o f e n v i r o n m e n t a l p r o t e c t i o n ( r ec y c l in g ,w a s t e m a n a g e m e n t , a l t e r n a t i v e s o u rc e s o f e n e r g y ) . M o s t o f t h e s e e n v i r o n m e n t a lc e n t r e s - - p r o b a b l y m o r e t h a n 9 0 % - - h a v e f u n d i n g p r o b l e m s , e s pe c ia l ly w i t hr e g a r d t o t h e i r t e a c h i n g a n d t e c h n i c a l p e r s o n n e l , a l t h o u g h t h e y a r e g e n e r a l l y n o ta b l e t o s a t is f y th e d e m a n d f o r t h e i r s e rv i c es . T h i s m e a n s t h a t t h e i n t e n s i ty o f t h e irw o r k w i t h v i s i t o r s i s q u i t e l i m i t e d . T h e o p p o r t u n i t y f o r p u p i l s t o g o t o s u c h ac e n t r e is o n c e a y e a r a t t h e m o s t . G e n e r a l l y , t h e y o n l y r e a c h th o s e a d u l t s w h o a r ea l r e a d y s t r o n g l y m o t i v a t e d . S i n c e m o s t o f t h e c e n t r e s d e p e n d o n p u b l i c s o u r c e sf o r t h e i r f u n d i n g , p o l i t i c a l l y s e n s it i v e t o p i c s a r e s c a r c e l y d e a l t w i t h a t a l l.H o w e v e r , t h e y d o p l a y a n i m p o r t a n t r o le i n so c i et y , b e c a u se t h e y d r a w t h e p u b l i ca t t e n t i o n t o s t r u c t u r e s a n d o p e r a t i o n s w h i c h o t h e r w i s e w o u l d n o t h a v e a l o b b y a ta l l . 2 5 , 2 6 , 2 7 , 2 s

7 . On a l a r ge s c a le , associations p l a y a c o n s i d e r a b l e r o l e i n t h e a r e a o fc o n s e r v a t i o n a n d e n v i r o n m e n t a l e d u c a t i o n . T h e i r m a i n i n f l u e n c e i s d u e t o t h ef a c t t h a t t h e y p i c k o u t c e n t r a l t o p i c s o f c o n c e r n , h i g h l i g h t t h e i r p r o b l e m s a n ds u p p o r t a c t i v it i es w h i c h w o u l d n o r m a l l y b e s u p p r e s s e d s i n ce t h e y a r e e i th e ri n c o n s i s t e n t w i t h t h e m a i n e c o n o m i c i n t e re s t s o f i n d i v i d u a l s a n d g r o u p s o r w i t hw e l l e s t a b l i s h e d s o c i a l h a b i t s a n d s t r u c t u r e s ( e .g . t h e s t r u c t u r e o f th e s c h o o ls y st em ) . T h e i r p o s si b le e f f ec t s o m e h o w d e p e n d s o n a m o r a l c la i m , a n d / o rHistory of European Ideas


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Environmental Education in the Federal Republic of Germany 25exertion of influence over decades. They play a main role in changing theenvironmental consciousness of the public.

The main German associations dealing with nature and environmentalconservancy and public relations work are:BUND for German Environmental and Nature Conservancy,Naturschutzbund (NABU) Deutschland (German ConservationAssociation) (formerly the German Association for the Protection ofBirds),and the WWF Germany.In the area of education, of particular importance are the followingassociations:Aktion Saubere Landschaft (Keep Germany Tidy Group),Arbeitsgemeinschaft fiir Natur- und Umwelterziehung (ANU) (Associationfor Education about Nature and the Environment),Deutsche Gesellschaft fiir Umwelterziehung (DGU) (German Society forEnvironmental Education),Deutsche Umweltaktion (DUA) (German Environmental Action),Gesellschaft fiJr berufliche Umweltbildung (GBU) (Society for VocationalEnvironmental Education),Schutzgemeinschaft Deutscher Wald (Association for the Protection ofGerman Woodlands).8. Finally, the media made a very large impact on public awareness with

regard to environmental problems. As part of their current coverage of events,the mass media brought and bring a large number of environmental topics topublic attention. This is as true for newspapers as well as for radio and television.As a result of this, the general sensitivity on environmental issues was raised,although this seems to have only limited effect on the level of ecologicalknowledge.29 In contrast to the current 'normal' coverage, probably specialreports play a much greater role. Meanwhile, half-hour TV-programmes areregularly shown, relating general environmental problems to actual en-vironmental courses by individuals, and often demonstrating alternativesolutions. Generally, viewers can ask for written material which accompanies theprogramme? There are also special radio series (e.g. the educational radioprogramme 'Man and Environment') linked to accompanying study materialand courses at adult education centres. 3~

III. RESEARCHIn comparison with the Anglo-Saxon countries, empirical research onenvironmental education is just in its initial stages in Germany. However, sincethe early 80s studies, which were strongly concerned with environmentalconsciousness and the effects of environmental education in schools, severalstudies have been carried out at universities and by the IPN, but, research



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26 Giinter EulefeMc o n c e r n e d w i th t h e e ff e ct t h a t e n v i r o n m e n t a l e d u c a t i o n a t s c h o o l h a s o ne n v i r o n m e n t a l b e h a v i o r , is st il l l a c k i n g . A t l e a s t, t h e c o n d i t i o n s t h a t i n f lu e n c e t h ee n v i r o n m e n t a l a c t i o n o f i n d i v i d u a l s h a v e b e e n s t u d i e d i n t h e fi e ld o fe n v i r o n m e n t a l p s y c h o l o g y f o r q u i te a w h i l e ) 2 O n t h e w h o l e , t h e e m p i r ic a l s t u di e ss h o w t h a t t h e s c h o o l h a s t he g r e a t e s t i n fl u en c e o n t h e d e v e l o p m e n t o f k n o w l e d g ea b o u t e n v i r o n m e n t a l p r o b l e m s , b u t e n v i r o n m e n t a l e d u c a t i o n i n s c h o o ls o n l yr e a c h e s a b o u t h a l f t h e p u p i l s . I n a d d i t i o n , k n o w l e d g e a c q u i r e d i n th i s w a y te n d st o r e m a i n a t a r a t h e r a b s t r a c t l ev e l a n d r a r e l y e n c o m p a s s d i r e c t e x p e r ie n c e o f t h el e ar n e r. G e n e r a l ly , t he p u p i l s d o n o t k n o w v e r y m u c h a b o u t l o c a l e n v i r o n m e n t a lp r o b l e m s , a l t h o u g h t h e y a r e i n t e r e s t e d i n t h e m .

O n t h e w h o le , e n v i r o n m e n t a l e d u c a t i o n is f o r m a l l y e st a b li s h e d i n G e r m a ns c h o o l s , b u t i t h a s n o t b e e n s u c c e ss f u l i n r e s t ru c t u r i n g t h e s c h o o l s t r u c t u r e a n dt e a c h i n g u p t o n o w - - a c c o r d i n g t o r e s e a rc h . I t i s, f o r i n s t a n c e , r a r e l y o r i e n t e d t op o l i t ic a l a n d / o r e c o n o m i c q u e s t i o n s ; i n s t e a d , t h e m a i n f o c u s c o n t i n u e s t o b ec o n c e r n e d w i th ' L o v e o f N a t u r e ' a n d n a t u r e c o n s e r v a t i o n , t h e l a t te r a s a s a f e -g u a r d f o r f u t u r e d e v e l o p m e n t , i .e . t o c o p e w i t h th e h a z a r d s p o s e d b y c u r r e n te n v i r o n m e n t a l t h r e a t s . T h e r e s u l ts o f t h is e d u c a t i o n a r e m i r r o r e d i n t h e a t t i tu d eo f u n i v e r s it y s t u d e n t s ) 3

T o i m p r o v e e m p i r ic a l r e s e a rc h a t G e r m a n c o ll eg e s a n d u n i v e rs i ti e s, a w o r k -g r o u p c o n c e r n e d w i t h t h e p l a n n i n g a n d d i s c u s s io n ' o f e m p i r i c a l s tu d ie s o ne n v i r o n m e n t a l e d u c a t i o n a n d e n v i r o n m e n t a l c o n s c i o u s n e s s ' w a s es t a b li s h e d a tt h e I P N i n 1 98 9. R e s e a r c h e r s f r o m m a n y G e r m a n u n i v e r s i t ie s , as w e l l a s f r o m t h en e i g h b o r i n g c o u n t r i e s ' u n i v e r s i t ie s , m e e t o n c e o r t w i c e a y e a r to e x c h a n g ei n f o r m a t i o n . T h e r e s u l t s o f t h e s e r e s e a r c h d i a l o g u e s a r e p u b l i s h e d i n th e I P Npu b l i ca t i o n se r i e s . A m o n g the r e s ea r ch top i c s a r e : 34.35,36,37 i n v e s ti g a ti o n o f c h i l d re n ' s a n d y o u n g p e o p l e ' s f e a r o f e n v i r o n m e n t a l

d e s t r u c t i o n ; c o n c e p t u a l r e s e a r ch i n t h e e n v i r o n m e n t a l a r e a ; s u r v e y in g t e a c h e r s ' a n d p u b l i c h y p o t h e s e s a b o u t t h e s t a te o f t h e n a t u r a l

e n v i r o n m e n t a n d o n c o n s i d e r a t i o n s o f th e s o c i o -- e c o n o m i c c a u s e s o fe n v i r o n m e n t a l p r o b l e m s a s w el l a s o n r e c o m m e n d a t i o n f o r a c ti o n t oo v e r c o m e t h e m ;

s t u d i e s o n e n v i r o n m e n t a l e d u c a t i o n i n v o c a t i o n a l e d u c a t i o n ; e n v i r o n m e n t a l e d u c a t i o n i n t e a c h e r e d u c a t i o n ; e n v i r o n m e n t a l e d u c a t i o n i n s c h o o l s u b j e c t s ; e n v i r o n m e n t a l e d u c a t i o n f o r h a n d i c a p p e d p e o p l e ; t h e s i g n i fi c a n c e o f p i l o t s t u d ie s f o r t h e i n t r o d u c t i o n o f e n v i r o n m e n t a l

e d u c a t i o n ; t h e e f fe c t o f e n v i r o n m e n t a l e d u c a t i o n o n t h e e n v i r o n m e n t a l c o n s c i o u s n e s s o f

p r i m a r y s c h o o l p u p i ls ; s t u d i e s o n t h e r e q u i r e m e n t s f o r e n v i r o n m e n t a l a c ti o n .

S U M M A R YI n G e r m a n y , e n v i r o n m e n t a l e d u c a t i o n is p a r t o f t h e e d u c a t i o n a l a c t i v it ie s i n

a l l e d u c a t i o n a l i n s t i t u t i o n s . E m p i r i c a l s t u d i e s s h o w t h a t , i n t h e l a s t t e n y e a r s ,History of European Ideas


11/13

E n v i r o n m e n t a l E d u c a t io n in t h e F e d e r a l R e p u b l i c o f G e r m a n y 2 7s o m e i n n o v a t i o n t o o k p l a c e i n t h e s c h o o l s . O n t h e o t h e r h a n d , l a c k o fe n v i r o n m e n t a l e d u c a t i o n a t t h e u n i v e r s it y le v el i s p o i n t e d o u t . O f g r e a ti m p o r t a n c e a r e e n v i r o n m e n t c e n t e r s , b u t m o s t o f t h e m l a c k fi n a n c ia l r e so u r c e s.E v e n l a r g e r h a s b e e n t h e i n fl u e n ce o f e n v i r o n m e n t s a s s o c i a t io n s f o r t h e s o c i e t y 'su n d e r s t a n d i n g a n d a w a r e n e s s o f e n v i r o n m e n t a l p r o b l e m s . T h e f in a l o v e r v i e w o nr e s e a r c h a c t i v i t i e s i l l u s t r a t e s t h a t e m p i r i c a l r e s e a r c h i s b e i n g i n t e n s i f i e d a n ds u p p o r t e d b y in i t ia t i v es o f t h e I n s t i t u t e f o r S c ie n c e E d u c a t i o n ( I P N ) a t t h eU n i v e r s i t y o f K i e l .

U n i v e r s i ty o f K i e lG t i n t e r E u l e f e l d

A c k n o w l e d g e m e n t sI would l ike to thank Cather ine Hi l l , a t Kie l , for t rans la t ing th is paper .Th i s s tudy was pa r t l y f i nanced by the Fede ra l M in i s te r o f Educa t ion . T he work inggro up consists o f D. Boischo , Han no ve r; G. E ulefeld, Kiel; H. Rode , Kiel; J . Rost; Kiel ;and H . Seybo ld , Ludwigsburg .

N O T E S1. P.C. Dienel , K. Bu chw ald, W. Ha bri ch , E. Wiese an d H. Ziel lessen, Umwelterziehung

in Schule und Erwachsenenbildung (Herausgegeben vom U mw el tbundesamt Berl in ,1980).2. P.C. Dienel, Die Planungszelle. De r Biirger plant seine Umw elt. Fine Alternative zu rEstablishment-Demokratie (Opladen: Westdeutscher , 1991) .3 . H. Go epfer t , Naturbezogene Padagogik (Weinheim: De utscher Studienver lag , 1988).4 . G. Eulefe ld , Didakt i sche Lei t l in ien zur Umwel terz iehung in der Bundesrepubl ikDeutschland, in : Eulefe ld /Kapune (Hrsg . ) : Empfehlungen und Arbe itsdokum ente zurUmwel terz iehung--Mi inchen 1978, (Kieh I PN , 1979).5. D. Bolscho, G. Eulefeld and H. Seybold, Umwelterziehung, Neue Aufgabenfi ir dieSchule (Miinchen, 1980).6. G . Eulefeld et al. , (Jkologie und Umw elterziehung. Fin didaktisches Konzept. Stut tgar t :

K ohlh am m er Ver lag , 1981.7. G. d e Ha an , Die Schwierigkeiten der Pfidagogik, in: Be er/d e H aa n (Hrsg .) :Okop~idagogik . Aufs tehen gegen den Un tergang d er N atur . W einheim, Basel (Bel tz ,1984, S. 77-91).8. J . Calliel3 and R. Lo b (Hrsg.) , Praxis der Umwelt- und Friedenserziehung. 3 Bande.D i i s s e ldor f ( Sc hwann , 1987, 1988).9 . B . S t r ecke r , Um wel t e r z i ehung im Kin de rg a r t enun d inde rVo rschu le , i n :Ca l l i e r /L ob(Hrsg . ): Praxis der U mw el t - und Fr iedenserz iehung, Band 2: Um wel terz iehung.D~isseldorf (Schwann, 1987, S. 67-78).

10 . KMK (Steady Conference of the Minis ters of Educat ion and Cul tura l Affa i rs ) :Envi ronment and School (Bonn, 1980) .11. G. Eulefeld, D. B olscho, J . Ro s t and H. Sey bold , Pra xis der Umw elterziehung in derBundesrepublik Deutschland. Eine empir i sche Studie (Kieh IPN, 1988) .12 . D. Bolscho, G. Eulefe ld , H. Rost and H. Seybold , Envi ronmenta l Educat ion inPract ice in the F edera l R epubl ic of Ge rm any : an E mp ir ica l S tudy, in : InternationalJournal of Science Education 199 0, Vol. 12, N o. 2, 133-146.13. D G U / I P N ( H rs g .) : Modelle zur Um welterziehung in der Bundesrepublik D eutschland.

V o l u m e 2 1 , N o . 1 , F e b r u a r y 1 9 9 5


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2 8 G i i n te r E u l e f e l dBerichte iiber Tagungen des B M B W m it Kultusministern der Li~nder. Se it 1989. (Modelso f Environmental E ducation in the Federal Republic o f Germany. R e p o r t s o nC o n f e r e n c e s o f t h e Fe d e r a l a n d L a e n d e r M i n is t e rs o f E d u c a t i o n a n d Sc ie nc e) .1 4 . E . U h e , U m w e l t s c h u t z a l s B e r u f . V e r - u n d E n t s o r g e r / V e r - u n d E n t s o r g e r i n - - d e re r s t e A u s b i l d u n g s b e r u f i m t e c h n i s c h e n U m w e l t s c h u t z ( Mi i n c h e n : H i r t h a m m e rVerlag , 1992) .1 5. B M B W ( T h e Fe d e r a l Mi n i s t er o f E d u c a t i o n a n d Science) ,EnvironmentalEducat ion--a Future-Oriented Task. Current situation and prospects in the Federal Republic o fGermany, R e i he B i l d u n g - W i s s e n s c h a f t- I n t e r n a ti o n a l 2 /92 (Bonn , 1992) .

16 . K . F inge r le , B i lanz ie rung zu r Umwel tz iehung , in : Beck /Ke l l (Hrsg . ) : Bilanz derBildungsforschung: Stand und Perspektiven ( W e i n h e i m : D e u t s c h e r S t u d i e n v e r l a g ,1991).17. Um we l tbund esam t : S tud ien f i ih re r Um we i t schu tz (Ber l in , 4 . Au f l . , 1988 ) .

1 8 . B MB W ( H r s g . ) , Um weltbezogene Bildungsangebote an Hochschulen ausgewiihlterIMnder. (Durchfiihrung der Studie: E.U. v. Weizsiicker), Schr i f t en re ihe S tud ien zuBi ldung und Wissenscha f t Nr . 80 . Bonn , 1989 .19 . M. Hoebe l -M/ ive rs and H. G/ i r tne r (Hrsg . ) , Umwelterziehung. OkologischesHandelnOn Ballungsraum (Hamburg : Ver lag Dr . R . Kr / imer , 6 B/ inde se i t 1991) .

20 . K . Sch le iche r (Hrsg . ) , L eno r te in de r U mw el te rz iehung . Be it r~ ige zu r Schu l - undE r w a c h s e n e n b i l d u n g ( H a m b u r g : V e r l a g D r . R . K r ~ i m e r , 1 9 9 2 ) .2 1. F . D i c k a n d H . Se y b o l d , U m w e l t e r z ie h u n g i n d e r E r w a c h s e n e n b i l d u n g , i n :Erwachsenenbildung 4 /1979 , S . pp . 205 -213 .2 2. J . H e i n e n - T e n r i c h a n d H . H . M e y e r , O k o l o g i e u n d E r w a c h s e n e n b i l d u n g , i n : ()kologiein der Erwachsenenbildung. Arbeitshilfen fiir den politischen Unterricht ( B o n n - B e r l i n ,1986).

2 3. T . B r o c h , Sc h u t z d e r L e b e n s e l e m e n t e . E i n e l e m e n t a r e r B i l d u n g s a u f t ra g , i n : P A E -Mitteilungen Nr. 35 /36 (S tu t tga r t , 1988 ).2 4. E . V . J u g e n d h a u s D i i s s e l d o r f ( H r s g .) , Oko-logo!--Sch6pfung bewahren in derPfarrgemeinde (Schrif tenre ihe , Nr . 43 , Diisse ldorf , 1991) .25 . G . Eu le fe ld and G. Winke l (Hrsg . ) , Umweltzentren. Stiitten der Unwelterziehung(Kie l : IPN, 1986) .

26 . S . Enge ls -Wi lhe lm; (Hrsg . ) , Um weltbildung in Deutschland. Adressen, Aufgaben undAug ebote yon lnstitutionen und Verbginden ( B o n n : E c o n o m i c a V e r l a g , 1 9 9 3 ) .

27 . H .M . Ko cha nek and St . P leines (Hrsg . ) , Um weltzentren in Deutschland. Schriftenreiheder ANU , Bd. 3 . M/ i l h e im a n d e r R u h r ( V e r l ag a n d e r R u h r , 1 99 1) .28 . F . He ido rn (Hrsg . ) , Reichweite des Bildungsangebotes der Umweltzentren. Schr i f t en -re ihe de r ANU, Bd . 2 . (Bremen , 1991) .29 . R . Langehe ine and J . Lehmann,DieBedeutungderErziehungfi irdas Umweltbewuflstein(Kie l : IPN, 1986) .3 0. G l o b u s / B U N D ( H r sg . ), B e g l ei tm a p p e n z u r F e r n s eh r e ih e ' G l o b u s ' . B a y e r is c h e rRundfunk . Mt inchen , se i t 1982 .3 1. H . Se y b o l d , U m w e l t e r z i e h u n g i n E r w a c h s e n e n b i l d u n g u n d O f f e n tl i c h k ei t s ar b e i t, i n :D a h l h o f f et al , Fu n k k o l l e g 'Me n s c h u n d U m w e l t ' , 1 9 8 3 , B d . 3 , 9 7 - 1 0 0 .3 2. L . K r u se , C . F . G r a u m a n n a n d E . - D . L a n t e r m a n n , ()kologische Psychologie(Mt inchen : Psy cho log isch e Ver lags Un ion , 1990).3 3. K . Sc h l e ic h e r ( H r s g . ), U n w e l t v o r st e l lu n g e n u n d - e in s t e ll u n g e n v o n S t u d e n t e n - - V o rd e m H i n t e r g r u n d 6 f f e n t l i c h e r E i n s t e l l u n g s ~ i n d e r u n g e n u n d e i n e s W a n d e l s d e rU m w e l t e r z i eh u n g , i n : Ze itsch rift fiir internationale erziehungs- und sozialwissenschaft-liche Forschung. (Frank fu r t /M. : Deu tsches In s t i tu t f t i r In te rna t iona le P~idagog ischeForschung , 1991) .34 . D . Bo lscho , Unw elterziehung in der Schule. Ergebnisse aus der empirischen Forschung(Kie l : IPN, 1987) .

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Environmental Education in the Federal Republic of Germany 2935. G. E ulefeld, D . Bolscho an d H. S eyb old (Hrsg.): Umweltbewuflstein undUmwelterziehung. Ans~itze und Ergebnisse em pir ischer Fors chu ng (Kiel: IPN , 1991).36. G. He l lberg-Rode (Hrsg.) , Umwelterziehung. Theorie undPraxis. Miinster, New Yo rk(Waxmann Verlag, 1991).37. G. Eulefeld (Hrsg.), Empirische Studien im Bereich Umwelterziehung--Voraus-setzungen, Zwischenberichte, Ergebnisse--Materialien der Arbeitsgruppe EmpirischeForschung zur Umwelterziehung' (Kiel: IPN, 1992).


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