| dc.creator |
Karen Cairns |
|
| dc.date |
2002 |
|
| dc.date.accessioned |
2013-05-30T11:16:33Z |
|
| dc.date.available |
2013-05-30T11:16:33Z |
|
| dc.date.issued |
2013-05-30 |
|
| dc.identifier |
http://www.int-res.com/articles/esep/2002/e22.pdf |
|
| dc.identifier |
http://www.doaj.org/doaj?func=openurl&genre=article&issn=16118014&date=2002&volume=2002&issue=&spage=82 |
|
| dc.identifier.uri |
http://koha.mediu.edu.my:8181/jspui/handle/123456789/4480 |
|
| dc.description |
ABSTRACT: This paper examines the controversy in the field of environmental education over the role of advocacy versus presentation of scientific information. The former involves a view of education as process, while the latter perceives education solely as content. Environmental issues involve ethical concerns and value judgments. Scientific information cannot give us the answers to our environmental questions, as these questions have all the inherent complexity of any social issue. Advocacy differs from coercion, bias, and prejudice. Coercion, bias, and prejudice have no place in environmental education, while advocacy for ecological systems does. |
|
| dc.publisher |
Inter-Research |
|
| dc.source |
Ethics in Science and Environmental Politics |
|
| dc.subject |
Advocacy |
|
| dc.subject |
Bias |
|
| dc.subject |
Coercion |
|
| dc.subject |
Prejudice |
|
| dc.subject |
Process |
|
| dc.subject |
Dialogue |
|
| dc.title |
The legitimate role of advocacy in environmental education: how does it differ from coercion? |
|