Syllabus SES3011 2021

Department of Asian & Policy Studies
Faculty of Liberal Arts & Social Sciences
Environmental Education in a Global

Age
SES 3011
Vivian Kam
Semester II, 2021

DEPARTMENT OF ASIAN & POLICY STUDIES
Environmental Education in a Global Age

SES 3011
Syllabus and Course Information
Course Instructor:
 Vivian Kam
 Email: vklkam@eduhk.hk
Class Times & Venue:
 Tuesday 15:30-17:20 (Zoom)

 Class commences on 5 Jan 2021
Tutorial Times & Venue:

 Tutorial Group 1: Wed 12:30-14:20 (Zoom)
 Tutorial Group 2: Wed 14:30-16:20 (Zoom)
 Tutorials commence on 20 Jan 2021
Student Consultation Times:
 Every Tuesday 14:00 -15:00 (Zoom)

Or by appointment
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Department of Asian and Policy Studies
General Enquiries: 852 2948-7845
Fax: 852 2948-7461
Email: aps@ied.edu.hk
bssgcs@ied.edu.hk [BSocScEd(GCS)]
mssgcs@ied.edu.hk [MSocScEd(GCS)]
Web: Department of Asian and Policy Studies
Address: Room 02, 2/F, Block B1

The Hong Kong Institute of Education
10 Lo Ping Road, Tai Po, N.T.
Department Office Hours
Monday to Friday: 2.30pm − 5.00pm
Essay and Assignment Writing Tools
Before you commence writing essays and assignments for this course you are
required to read the following:
 A Tutorial on Citing References
 How to Cite Sources
 How to Write Essays
 Assignment Cover Sheet (required for all written assignments)
These materials are available at the following link:
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Course Description
The relationship between the environment and human development has

become a major political and social issue, with global interest and attention
focusing sharply on the critical challenges faced by developing countries.
This course will consider the scientific knowledge required to understand
the inter-relations between development and environment in the greater
China and international contexts and will prepare students with various
transferable skills to facilitate environmental education. Covering a wide
range of topics, from global climate change and energy use to biodiversity
conservation, an emphasis will be made on understanding approaches in
development planning, environmental conflict, and the need for long-term
environmental sustainability and social justice. The course attempts to
incorporate a deeper awareness of these issues into policy making,
planning, and management. Students will also explore how social
innovation contributes to sustainability.
Learning Objectives and Outcomes
Students who successfully undertake this course will:
 develop a comprehensive understanding of current theories,

concepts, and approaches to environment and development.
 develop critical analysis skills for understanding the processes

generating social and environmental changes, and problems arising
in the management of natural resources in the process of
development at the international and regional levels.
 become familiar with political, economic, social, and environmental

aspects of China and its relationships with other countries in the
context of the Greater China region.
 appreciate sustainable development and the importance of being a

responsible individual, whether in the classroom or in life.
 be prepared with a wide variety of transferable skills to facilitate

environmental education in both the formal and informal sectors.
 learn how to effectively demonstrate their understanding in written

format and oral presentation.
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SES 3011
Course Assessment
The assessments for this course consist of the following:
Assessment Item Grade Due Date*

Weighting
Participation and discussion 20% Continuous
Group tutorial presentation 30% Continuous
Final Essay 50% April 23, 2021
Total 100%
*Please note that in the interests of equity there are penalties for late submission
of work. The Department on Asian and Policy Studies had a departmental policy
concerning the submission of late assignments. In the interests of equity and
fairness to all students, late assignments attract a penalty of -5% per day. For
example, an assignment submitted 2 days late and graded at 65% would receive
a final grade of 55%.
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Explanation of Assessment Items and Assessment Philosophy
Assessment in this course consists of three components:
1. Participation and discussion
2. Tutorial presentation and participation
3. Final essay
These types of assessments are used to facilitate different capabilities and ways
of learning, including comprehension and application of knowledge, self-directed
learning, argument development, etc. Both group work and independent work are
required. The tutorial presentation and tutorial report require group work, in which
students collaborate with group members and are expected to deepen their
understanding on the course content via discussions with peers. In addition to
self-directed learning and argument presentation, the assessment of group work
emphasizes critical thinking, oral communication (only for the presentation), and
academic writing (only for the report).
The final essay requires independent and original work. It assesses student
understanding and integration of the topics taught in this course. Quality of
information integration, argument presentation, critical thinking, and academic
writing are grading criteria for the essay.
Students are strongly encouraged to attend all lectures and tutorial sessions.
Regular attendance and assignment completion are emphasized. Since
accomplishing work on time is essential in today’s society, any late submission of
tutorial report and the final essay will be penalized.
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Tutorial Presentation and Participation
Tutorial Presentation
You will be in a group with other students (no more than 3 per group total) in this
course. Each group is requested to select a topic of interest that discusses the
relationship(s) between environment and development in local and/or global
contexts. Each presentation topic should be selected by ONE group only. The
guidelines will be available in the first tutorial session of the course.
Tutorial Participation
Participation in tutorial is a fundamental part of this course. Students are
expected to attend the tutorials, to ensure that they have undertaken the required
readings, and to participate actively in discussions. It is important for the success
of the tutorial program that every student has read the required readings prior to
the commencement of the tutorial. The guidelines will be available in the first
tutorial session of the course.
Final Essay
In the final essay, each student is expected to demonstrate an understanding of
concepts and theories introduced throughout the course. The course instructor
will announce the essay question to all students at Week 11.
· Due date: 23 April, 2021
· Word Length: 2500 words (excluding references)
· Font size 12 (Arial or Times New Roman)
· Must include citations and a bibliography (reference list, APA format)
· Include a cover page with the essay title, your full name (underline your
surname), and your student number.
Participation
Learning proactively is important in higher education. Students are encouraged
to attend all lectures and tutorial sessions, and they are also encouraged to raise
questions and discuss with their peers the issues related to course topics.
Student participation accounts for 10% of the overall grade.
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Documentation of written work
Citing and acknowledging sources
In accordance with Faculty policy, all work must follow the scholarly
procedures of full documentation, acknowledging all references and
sources consulted. Documentation should follow any one of three styles:
APA style, Oxford style, or Chicago style (consult style manuals). Full
bibliographic details of the works cited should be provided (i.e., the
author(s)’s full name, title of article/chapter/book, page numbers,
publisher, and place of publication). The following format, or some
variation thereof, is acceptable:
For books;
Aglietta, M., (1979), A Theory of Capitalist Regulation:

The U.S Experience. (David Fernbach: Trans.)
London: New Left Books, p.201.
For chapters in edited books;
Donougho, M., (1992), "The Derridean Turn," in Sills,

C., & Jensen, G.H., (eds.), The Philosophy of
Discourse: The Rhetorical Turn in Twentieth-
Century Thought. Volume 2, Portsmouth, New
Hampshire: Heinemann, pp.66-69.
For journal articles;
Lapid, Y., (1989), "Quo Vadis International Relations?

Further Reflections on the ‘Next Stage’ of
International Theory," Millennium: Journal of
International Studies, Vol.18, No.1, pp.77-88.
For Internet Sites;
Summit Analytical Associates, Political Risk Analysts: Home

page, December 10, 1999
http://www.s2a.com/index.html
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Students may choose to adopt an in-text referencing system (author-date

system, APA style), e.g., (Culler, 1989), with full reference and
documentation provided in a master bibliography.
Students should consult the following webpage for specific information on

plagiarism and how to avoid plagiarism:
The Hong Kong Institute of Education: How to Cite Sources
Policy on plagiarism
Rules governing plagiarism
Students are reminded of the rules governing plagiarism. Plagiarism is a

serious offense. It amounts to intellectual theft. It refers to the use of
another person's ideas, writings, research, etc., as your own. The most
obvious form is using someone else's words without any acknowledgment,
but it is also plagiarism to quote a passage without the use of quotation
marks, even if the source is acknowledged. Plagiarism is not confined to
copying from published sources. It is also plagiarism if you copy another
student's work, whether this be actual words or their ideas.
Blatant plagiarism, where it seems that there is a deliberate intention to

deceive, will be referred to the Dean for appropriate disciplinary action. A
deliberate intention to deceive or a case in which a student has copied
another student's work is a serious matter and may attract penalties
ranging from a reprimand to failing the course. In severe cases an
offender may be failed in all courses and permanently suspended from the
University.
Students should consult the following Department of Asian and Policy

Studies webpage for specific information on plagiarism and how to avoid
plagiarism:
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Useful Research Resources for Students
List of Useful Sources
Recommended reference books:
Bechtel, R. B. & Churchman, A. (Eds). (2002). Handbook of

environmental psychology. New York: John Wiley & Sons.
Chambers, R. (2005). Ideas for development. London: Earthscan.
Chitrabhanu, T. K. (2007). Environmental Education. Delhi: Authorspress.
Mugerauer, R. & Backhaus, G. (2008). Environmental dilemmas: Ethical

decision making. Lanham, MD: Lexington Books.
OECD. (2006). Environmental Compliance and Enforcement in China: An

Assessment of Current Practices and Ways Forward. Paris: OECD.
Pittock, A. B. (2009). Climate change: The science, impacts and solutions.

Collingwood, Australia: CSIRO Publishing.
Rentfrow, P. J. (Ed) (2014). Geographical psychology: Exploring the

interaction of environment and behavior. Washington, D.C.: American
Psychological Association.
Steg, L., van den Berg, A. E. & de Groot, J. I. M. (Eds). (2013).

Environmental Psychology. West Sussex: BPS Blackwell.
Strange, T. & Bayley, A. (2008). Sustainable development: Linking

economy, society, environment. Paris: OECD..
Related Journals
Journal of Environmental Education
Environmental Education Research
Organization & Environment
List of Useful Web Links:
North American Association for Environmental Education

(http://www.naaee.net/)
United Nations Environment Programme

(http://www.unep.org/)
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Kyoto Protocol
(http://unfccc.int/kyoto_protocol/items/2830.php)
Intergovernmental Panel on Climate Change

(http://www.ipcc.ch/)
Environmental Protection Department, HKSAR

(http://www.epd.gov.hk/epd/)
Ministry of Environmental Protection of PRC

(http://www.sepa.gov.cn/)
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Course Syllabus

SES 3011
Lecture 1 (January 5)
TOPIC: Overview of the Course
Background Reading:
Chitrabhanu, T. K. (2007). Introduction to environmental education. In

Environmental Education (pp. 1-32). Delhi: Authorspress.
Stevenson, R. B. (2007). Schooling and environmental Education:

Contradictions in purpose and practice. Environmental Education
Research 13(2), 139-153.
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SES 3011
TOPIC: The status of the world today
Background Reading
Strange, T. & Bayley, A. (2008). At the crossroads. In Sustainable

development: Linking economy, society, environment (pp. 8-19). Paris:
OECD.
Further Reading
York, R., Rosa, E. A., & Dietz, T. (2003). Footprints on the earth: The
environmental consequences of modernity. American Sociological
Review, 68(2), 279-300.
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SES 3011
TOPIC: Global climate change
Required Reading
Pittock, A. B. (2009). Climate change matters. In Climate change: The

science, impacts and solutions (pp. 1-22). Collingwood, Australia: CSIRO
Publishing.
Further Reading
Mair, C. (2014). Climate change: The greatest challenge for the future and
a major cross-sectoral area of intervention. International Community Law
Review, 16, 177-213.
Pittock, A. B. (2009). Impacts: Why be concerned?. In Climate change:

The science, impacts and solutions (pp. 107-132). Collingwood, Australia:
CSIRO Publishing.
Pittock, A. B. (2009). Mitigation: Limiting climate change. In Climate

change: The science, impacts and solutions (pp. 149-222). Collingwood,
Australia: CSIRO Publishing.
Richerzhagen, C. & Scholz, I. (2008). China’s Capacities for Mitigating

Climate Change. World Development, 36(2), 308-324.
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SES 3011
TOPIC: Pollution and environmental compliance in China
Required Reading
Chitrabhanu, T. K. (2007). Environmental Pollution. In Environmental

Education (pp. 51-80). Delhi: Authorspress.
Further Reading
Jiang, Y. (2009). China's Water Scarcity. Journal of Environmental

Management, 90(11), 3185-3196.
OECD. (2006). Environmental Compliance and Enforcement in China: An

Assessment of Current Practices and Ways Forward. Paris: OECD.
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SES 3011
Lecture 5 (February 2)
TOPIC: E-Learning exercise (no class session; details to be uploaded

to Moodle on lecture 4)
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Course Syllabus
SES 3011
TOPIC: Extinction of flora and fauna, deforestation, and soil erosion
Required Reading
Chitrabhanu, T. K. (2007). Extinction of Flora and Fauna. In

Environmental Education (pp. 81-102). Delhi: Authorspress.
Further Reading
Chitrabhanu, T. K. (2007). Deforestation. In Environmental Education (pp.

103-116). Delhi: Authorspress.
Chitrabhanu, T. K. (2007). Soil erosion. In Environmental Education (pp.

117-130). Delhi: Authorspress.
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SES 3011
TOPIC: Climate Politics
Guest Speaker: Ms Frances Yeung
(Senior Campaigner/ Project Leader at Greenpeace East Asia)

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SES 3011
Lecture 8 (March 2)
TOPIC:
1. Sustainable development: The concept and environmental

decisions
Required Reading
Strange, T. & Bayley, A. (2008). What is sustainable development? In

Sustainable development: Linking economy, society, environment (pp. 20-
35). Paris: OECD.
Further Reading
Mugerauer, R. & Backhaus, G. (2008). Reflection, responsibility, and

decision making. In Environmental dilemmas: Ethical decision making (pp.
1-46). Lanham, MD: Lexington Books.
Mugerauer, R. & Backhaus, G. (2008). The environmental professions,

reflection, and responsibility. In Environmental dilemmas: Ethical decision
making (pp. 47-84). Lanham, MD: Lexington Books.
2. Sustainable development: Challenges of a global world and the

future
Required Reading
Strange, T. & Bayley, A. (2008). Challenges of a global world? In

55). Paris: OECD.
Further Reading
Strange, T. & Bayley, A. (2008). The future is now. In Sustainable

development: Linking economy, society, environment (pp. 56-75). Paris:
OECD.
Yao, S., Zhang, Z., & Feng, G. (2005). Rural-urban and regional inequality
in output, income and consumption in China under economic reforms.
Journal of Economic Studies, 32(1), 4-24.
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SES 3011
Lecture 9 (March 9)
TOPIC: Sustainable development: Consumption and population
Required Reading
Mace, G. M., Terama, E., & Coulson, T. (2013). Perspectives on

international trends and dynamics in population and consumption.
Environmental & Resource Economics, 55, 555-568.
Further Reading
Strange, T. & Bayley, A. (2008). Production and Consumption. In

97). Paris: OECD.
Duchin, F. (1996). Population Change, Lifestyle, and Technology: How

Much Difference Can They Make?. Population and Development Review,
22(2), 321-330.
Hubacek, K., Guan, D., & Barua, A. (2007). Changing lifestyles and
consumption patterns in developing countries: A scenario analysis for
China and India. Future, 39(9), 1084-1096.
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SES 3011
Lecture 10 (March 16)
TOPIC: Environmental risk perception and environmental stress
Required Reading
Böhm, G. & Tanner, C. (2013). Environmental risk perception. In L. Steg,

A. E. van den Berg, & J. I. M. de Groot (Eds). Environmental Psychology
(pp. 15-25). West Sussex: BPS Blackwell.
Bilotta, E. & Evans, G. W. (2013). Environmental stress. In L. Steg, A. E.

van den Berg, & J. I. M. de Groot (Eds). Environmental Psychology (pp.
28-35). West Sussex: BPS Blackwell.
Further Reading
Bender, A. (2001). “God will send us the fish” — perception and evaluation
of an environmental risk in Ha'apai, Tonga. Research in Social Problems
and Public Policy, 9, 165-190.
Böhm, G. & Pfister, H.-R. (2001). Mental representation of global

environmental risks. Research in Social Problems and Public Policy, 9, 1-
30.
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SES 3011
TOPIC: Wicked problems and global crises
Required Reading
Head, B.W., 2008. Wicked problems in public policy. Public Policy, 3(2),
p.101.
Further Reading
Rittel, H. and Webber, M.M., 1974. Wicked problems. Man-made Futures,

26(1), pp.272-280.
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SES 3011
TOPIC: Environmental behavior
Required Reading
Abrahamse, W. & Matthies, E. (2013). Informational strategies to promote

pro-environmental behaviour: Changing knowledge, awareness and
attitudes. In L. Steg, A. E. van den Berg, & J. I. M. de Groot (Eds).
Environmental Psychology (pp. 224-232). West Sussex: BPS Blackwell.
Midden, C. & Ham, J. (2013). Persuasive technology to promote pro-

environmental behaviour. In L. Steg, A. E. van den Berg, & J. I. M. de
Groot (Eds). Environmental Psychology (pp. 244-254). West Sussex: BPS
Blackwell.
Further Reading
Bolderdijk, J. W., Lehman, P. K., & Geller, E. S. (2013). Encouraging pro-

environmental behaviour with rewards and penalties. In L. Steg, A. E. van
den Berg, & J. I. M. de Groot (Eds). Environmental Psychology (pp. 234-
242). West Sussex: BPS Blackwell.
Geller, E. S. (2002). The challenge of increasing pro-environment

behavior. In R. B. Bechtel & A. Churchman (Eds). Handbook of
environmental psychology (pp. 525-540). New York: Wiley.
de Groot, J. I. M. & Thøgersen, J. (2013). Values and pro-environmental

behaviour. In L. Steg, A. E. van den Berg, & J. I. M. de Groot (Eds).
Keizer, K. & Schultz, P. W. (2013). Social norms and pro-environmental

behaviour. In L. Steg, A. E. van den Berg, & J. I. M. de Groot (Eds).
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SES 3011
Lecture 13 (April 13)
TOPIC: Responsible well-being: A personal agenda for development
Required Reading
Chambers, R. (2005). Part 1: Responsible well-being: A personal agenda

for development. In Ideas for development (pp. 184-198). London:
Earthscan.
Further Reading
Chambers, R. (2005). Part 2: To transform development. In Ideas for

development (pp. 198-217). London: Earthscan.
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Tutorial Schedule
Date Content
January 20 Overview, logistics and grouping
February 10 Group consultation on presentation
March 3 Presentation 1 and 2
1.Under the dome: Air pollution, well-being, and pro-

environmental behavior among Beijing residents
2.Human health effects of air pollution
3.China’s water scarcity
4.Are there limits to growth? Is sustainability really

achievable?
5.Changing lifestyles and consumption patterns in

developing countries or developed
countries
6.Sustainable development in the context of the

Olympic games
7.Observable Changes in the Ecosystem in any

Asian counties
8.Give an account of any environmental movement in

Asia. Carefully delineate the factors that may
contribute to its emergence and development
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Department of Asian & Policy Studies

Faculty of Liberal Arts & Social Sciences

Environmental Education in a Global

Semester II, 2021

Environmental Education in a Global Age

Syllabus and Course Information

Class Times & Venue:

 Tuesday 15:30-17:20 (Zoom)

Tutorial Times & Venue:

Student Consultation Times:

 Every Tuesday 14:00 -15:00 (Zoom)

Department of Asian and Policy Studies

General Enquiries: 852 2948-7845

Fax: 852 2948-7461

Web: Department of Asian and Policy Studies

Address: Room 02, 2/F, Block B1

Department Office Hours

Monday to Friday: 2.30pm − 5.00pm

Essay and Assignment Writing Tools

 A Tutorial on Citing References

 How to Cite Sources

 How to Write Essays

 Assignment Cover Sheet (required for all written assignments)

These materials are available at the following link:

Department of Asian and Policy Studies

The relationship between the environment and human development has

Learning Objectives and Outcomes

Students who successfully undertake this course will:

 develop a comprehensive understanding of current theories,

 develop critical analysis skills for understanding the processes

 become familiar with political, economic, social, and environmental

 appreciate sustainable development and the importance of being a

 be prepared with a wide variety of transferable skills to facilitate

 learn how to effectively demonstrate their understanding in written

Environmental Education in a Global Age

The assessments for this course consist of the following:

Assessment Item Grade Due Date*

Group tutorial presentation 30% Continuous

Final Essay 50% April 23, 2021

Explanation of Assessment Items and Assessment Philosophy

Assessment in this course consists of three components:

1. Participation and discussion

2. Tutorial presentation and participation

Tutorial Presentation and Participation

· Due date: 23 April, 2021

· Word Length: 2500 words (excluding references)

· Font size 12 (Arial or Times New Roman)

· Must include citations and a bibliography (reference list, APA format)

Documentation of written work

Citing and acknowledging sources

Aglietta, M., (1979), A Theory of Capitalist Regulation:

For chapters in edited books;

Donougho, M., (1992), "The Derridean Turn," in Sills,

For journal articles;

Lapid, Y., (1989), "Quo Vadis International Relations?

For Internet Sites;

Summit Analytical Associates, Political Risk Analysts: Home

Students may choose to adopt an in-text referencing system (author-date