Nature of Environmental

Studies (Part I)
1.

1.0 Objectives

1.1 Introduction

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1.2 Understanding Environment
a Nature
and Children’s of EVS
Perceptions towards it
b

1.3 EVS Curriculum in School

c Education

1.3.1 Policy Perspectives in Environmental Studies

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1.3.2 Environmental Studies: Subject versus Approach

1.3.3 Environmental Studies and the Paradigm Shift in its Teaching-Learning

1.3.4 Understanding Pedagogical Dimensions of Environmental Studies

1.3.5 Objectives of EVS Teaching-Learning

1.4 Role of the Teachers

1.5 Let us Sum up

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1.6 References

1.7 Weblinks
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1 Module 1: Part I
1.0 Objectives

After going through this module, you may be able to:

• understand the conceptual features of Environmental Studies (EVS) and its importance in the school
curriculum;

• understand the environment and children’s perception towards it;

• understand the role of education for achieving sustainable development and in creating and environ-
mentally literate society;

• build your perspective in EVS and the idea behind its dual nature, i.e. as a subject as well as an ap-
proach;

• appreciate the integrated perspective of its curriculum organisation;

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• relate the curricular expectations and the pedagogical dimensions of EVS; and

• identify ways to accomplish them in your classrooms in a child-centred manner.

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1.1 Introduction Environmental Science includes a wide range of sci-
• What is environment? entific disciplines that are brought together to under-
stand and manage the natural environment and inter-
• What are its different components and the re-
actions among its physical, chemical and biological
lation among them?
components, i.e. it is about interpreting and assessing
• How should these be dealt through school ed- the impact of human actions on different ecosystems
ucation, especially at the primary stage? and developing strategies to restore them.

• What is the nature of Environmental Studies? Environmental Education is the way of transforming
Is it a subject or an approach? the education system and its various processes to devel-
op a fresh and concerned perspective towards environ-
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• What is integrated approach to EVS curric- ment.
ulum, etc.; could be some of the many ques-
However, Environmental Studies can be considered
tions that bother you when you teach school
both as a subject and as an approach to the learning
children, especially at the primary stage.
of environment in its totality without being burdened by
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Let us try to understand and seek answers any disciplinary considerations.

to the queries and doubts that we, as teachers, of- Education for SustainableDevelopment(ESD) envis-
ten come across. ages placing sustainable development issues, e.g. cli-
The environment, literally, means mate change, disaster risk reduction, biodiversity, pov-
everything that surrounds us, i.e. it includes the erty reduction, and sustainable consumption, as central
natural and human made elements. The interde- themes
pendence of the physical, natural and social envi-
ronment highlights the dynamic relationship among the different facets of the environment. A few decades
ago, we did not have curricular areas like Environmental Studies (EVS) in school education.Till today, it
is considered at par with Environmental Education (EE), Environmental Science,Education for Sustainable
Development (ESD), etc. Sometimes, these terms are used interchangeably. However, these vary subtly in

2 Module 1: Part I
their connotations, but are consistent in their commitment to developing knowledge, attitudes, values and
skills favouring protection and conservation of the environment.

In the last few decades, various National/State policy documents recommended introduction of EVS
as a subject at the primary level. In spite of these recommendations, several States have only introduced it
as a substitute of science or as an additional curricular area besides science and social science. These States
consider this step to be in consonance with the landmark Supreme Court judgement (2003) that mandates
teaching-learning of environmental education at all levels. In the light of these developments, it is important
to understand the nature of this subject, the contemplations behind introducing it in school curriculum at the
primary stage and its pedagogical dimensions.EVS recognises the interactive linkages between human be-
ings and the natural and socio-cultural environment that they inhabit. It aims to create awareness among the
learners about the natural and socio-cultural environment and develop a sense of appreciation for the same.
It also seeks to develop critical thinking and problem-solving skills in the learners so that they can work

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towards the resolution of environmental problems. Introducing this at the primary stage, allows children to
acquaint themselves with the immediate surroundings and makes them see the environment in a holistic way
rather than in a compartmentalised manner.

This module is an attempt to familiarise you with all these aspects but,before we go into the main fea-
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tures of EVS, there is a need to reflect on what constitutes environment, how to understand the issues related
to it, how young children perceive knowledge to make sense of the world around them and how they can be
sensitised towards issues affecting them and others in their surroundings.

1.2 Understanding Environment and Children’s Perceptions towards it

The environment, literally, means everything that surrounds us, i.e. it includes the natural, the human made
elements and the social and cultural aspects as well. It is often confused with ecology, which is the study of
different processes and phenomena occurring in the natural world. In the last few decades, there have been
global concerns about how the environment affects everyone. Climate change, air pollution, deforestation,
acid rain, greenhouse effect and ozone layer depletion are some of the environmental issues that we common-
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ly hear about.Till now, environmental education has been more or less a kind of nature education focusing
on issues related to appreciation of nature, revival of depleting bio-diversity and protection of endangered
species, etc. This perspective, however, ignores the social and environmental issues affecting the poor and
the underprivileged. Issues such as poverty, educational and social equity and environmental justice are very
closely connected to the day-to-day survival of the poor. Let us understand how.
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Some Examples
• The use of bio-diesel was started in an effort to cut down theemission of greenhouse gases. Many devel-
oping countries cut off their forests to plant crops like Jetropha, which was used to produce bio-diesel. This
led to profit for a class but affected a number of people who were dependent on the forests for their liveli-
hood. In addition, it led to the loss of soil fertility, biodiversity and forests, which were otherwise a good
sink for the greenhouse gases and thus lifeline of the living organisms, including humans.

Refer to the weblink 1: http://www.cifor.org/publications/pdf_files/WPapers/WP68Pacheco.pdf

• The issues related to mass suicides by farmers direct our attention to several environmental factors such
as deforestation, water scarcity, water-logging, decreasing soil fertility and misuse of power by a class to
exploit the natural resources.

3 Module 1: Part I
 Refer to the weblink 2 and 3: http://www.theplaidzebra.com/as-environmental-is-
sues-get-worse-farmer-suicide-rates-are-getting-alarmingly-high/
• http://thelogicalshit.com/?p=5

• Cutting trees for developing sports complexes for a mega sporting event requires an understanding of
various dimensions such as the loss of biodiversity and of flora and fauna, which needs to be analysed from
both the biological as well as geographical perspective. However, the economic and financial implications of
the issue, too, cannot be ignored, e.g. huge expenditure in building the sports complex, creation of new jobs,
generation of revenue by holding sporting events, etc.

• Malnourishment is a critical issue prevailing in several developing countries. It is closely related to vari-
ous environmental as well as social issues.
Refer to the weblink 4: http://www.unscn.org/files/Publications/Briefs_on_Nutrition/Brief5_
EN.pdf

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• Similarly, mining of mineral ores involves several aspects. Analysing how mining could have multifarious
consequences and repercussions requires an understanding of the human, chemical, geological, mathemati-
cal, economic and political aspects related to it.
Refer to the weblink 5 and 6: https://www.elaw.org/files/mining-eia-guidebook/Chapter1.pdf
(PAGE 8)
• http://www.greenpeace.org/international/en/campaigns/climate-change/coal/Coal-mining-im-
pacts/
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You may appreciate that the environmental issues and concerns appear to be quite simple but actually they
are very complex. An integrated perspective leads to a better understanding of these issues and concerns, in
comparison to learning about them in individual disciplines.

Let us reflect

* Which environmental factors play a role in suicides by farmers? Briefly explain the relationship between
these factors and the farmer suicides.
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* Is malnourishment an environmental issue? How?

Why do you think mining requiresan understanding of human, geological, economic and political perspec-
tives?

The article below is based on dams and their impact

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on environment. Please reflect on the questions given

below after going through it.

The environmental consequences of large dams are nu-

merous and varied, and include direct impacts to the
biological, chemical and physical properties of rivers
and riparian (or “stream-side”) environments. The
dam wall blocks fish migrations and also traps sedi-
ments, which are critical for maintaining physical pro-
cesses and habitats downstream of the dam (include
the maintenance of productive deltas, barrier islands,

4 Module 1: Part I
fertile flood plains and coastal wetlands).Changes in temperature, chemical composition, dissolved oxygen
levels and the physical properties of a reservoir are often not suitable to the aquatic plants and animals that
evolved with a given river system. Indeed, reservoirs often host non-native and invasive species (e.g. snails,
algae, predatory fish) that further undermines the river’s natural communities of plants and animals. The
alteration of a river’s flow and sediment transport downstream of a dam often causes the greatest sustained
environmental impacts. Even subtle changes in the quantity and timing of water flows impact aquatic and
riparian life, which can unravel the ecological web of a river system. A dam also holds back sediments that
would naturally replenish downstream ecosystems. When a river is deprived of its sediment load, it seeks to
recapture it by eroding the downstream riverbed and banks (which can undermine bridges and other river-
bank structures, as well as riverside woodlands). Riverbeds downstream of dams are typically eroded by sev-
eral metres within the decade of first closing a dam; the damage can extend for tens or even hundreds of ki-
lometres below a dam. Riverbed deepening (or “incising”) will also lower groundwater tables along a river,

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lowering the water table accessible to plant roots (and to human communities drawing water from wells). Al-
tering the riverbed also reduces habitat for fish that spawn in river bottoms, and for invertebrates. Most res-
ervoirs, especially those in the tropics, are significant contributors to greenhouse gas emissions. Large dams
have led to the extinction of many fish, other aquatic species, the disappearance of birds in floodplains, huge
losses of forest, wetland and farmland, erosion of coastal deltas, and many other unmitigable impacts. The
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“reservoirs displace huge populations of people, leaving them homeless and destitute. Ecologically, they’re
in the doghouse. They lay the earth to waste. They cause floods, waterlogging, salinity, they spread disease.
There is mounting evidence that links big dams to earthquakes.” Many people believe that the issue of dams
is overhyped and is not that much a problem. The other group of people believes that all the criticism against
the large dams is due to the faulty agricultural planning, corruption in society, malgovernance, improper use
of the developed water made available by the dams and the perceived inability of the government to lay down
and enforce progressive policies.

Source: https://www.internationalrivers.org/environmental-impacts-of-dams

Let us reflect
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* Enlist the issues in the write up given above and identify the branch/discipline they are related to?

For example, altering the riverbed also reduces habitat for fish (Biology, Geography).

The reservoirs displace huge populations of people, leaving them homeless and destitute (Sociology, Polit-
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ical).

Environmental issues are complex in nature. It was thus generally felt that only adults or peo-
ple with high intellect would be able to understand the same. The general perception was that children and
common people would find it difficult to comprehend. Researchers, however, are of the view that it is crucial
for every citizen of this earth to not only be aware about the environmental issues but also be sensitised about
the same and further acquire necessary skills to address the problems related to it.

The shifting role of education across the globe during the last few decades draws our attention that
we cannot let our children be oblivious of the related concerns. Right from the primary stage they need to be
exposed to the environmental issues and concerns and provided with the learning opportunities in a develop-
mentally appropriate manner.

5 Module 1: Part I
EE and SDGs
Understanding the role of education for
achieving sustainable development and in
creating an environmentally literate society
– a society motivated and equipped to influ-
ence decision making (UNESCO-UEP 1976,
1978, 1992, and 1995), school education is of
utmost priority with Environmental Educa-
tion (EE) as its core. Environmental Educa-
tion aims at identifying and addressing these
problems to maintain and promote quality
environment and ensure sustainability for

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the survival of all living beings of today and
generations to come through action-oriented
participatory approach. In essence, it is a learning process that helps acquire knowledge about the environ-
ment and associated challenges, aids the development of necessary skills and abilities to address the chal-
lenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible
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action (UNESCO, Tbilisi Declaration, 1977). Recognising this, the United Nations launched the ‘Decade of
Education for Sustainable Development (DESD)’ in 2005. A key objective of the UNDESD is to foster better
quality teaching and learning for ESD. In view of this and the Sustainable Development Goals (SDGs)-2015,
it is important to pay attention to the issues of curriculum development, its appropriate transaction and teacher
development in school education as sustainable deveopment issues need to be at the core of the curriculum.

Refer to the weblink 7: https://www.youtube.com/watch?v=zQ9ETC8bk70

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In view of the above and in the light of the fact that primary stage is the most crucial one to imbibe habits,
values and skills, serious attention must be given to the framing of the curriculum and its implementation.
In doing so, it is very important to understand as to how children learn. We know that all children are indi-
viduals having unique abilities. Moreover, they come from diverse backgrounds, beliefs and cultures. Being
concrete learners, they learn faster through different sensory motor experiences and do not view the world
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through lenses of ‘subjects’ or disciplines. For example, a young child views a butterfly in a holistic manner
and does not segregate its description into compartments of different disciplines; for example, the beauty
(aesthetics) of a butterfly from what kind of a creature it is (an insect), or what is its role for flowers (pollina-
tion), or the designs (patterns) on its wings and shape of its body parts (symmetry), etc.

Let us reflect

* Can you think of any more such examples? It could be a structure, an object, an activity or a phenomenon.

* Give any two and reflect on the aspects that are otherwise considered to be disciplinary.

We know that learning is not a linear input/output process and information is not simply absorbed
into a memory bank. In the case of children, learning must help them make sense of things in the context of
their existing frame of reference. Children growing up in different backgrounds in their social world with

6 Module 1: Part I
varied perceptions, bring a previously acquired set of knowledge-base and experiences, when they come to
school.In order to develop new learning, it is important to build on their authentic past experiences in their
socio-cultural milieu emphasising active and collaborative learning. This will let them and their teachers
discover and construct knowledge together. During the primary stage, children learn better through play, try-
ing out different things, exploring, experimenting and improvising new things and then making meaning or
drawing conclusions based on their previous experiences and learning. Active engagement through enquiry,
exploration, questioning, discussing, application and reflection, leads to generalisations and creation of ideas
or positions. This type of learning occurs in everyday contexts when children engage in activities which mat-
ter to them and therefore, they need to be involved in real and meaningful learning situations. Children learn
better when the school knowledge is connected with their daily lives. Such first-hand learning experiences
involving active engagement, ignite their curiosity and imagination, which can beobservedintheir energy,
creativity, expressions, persistence, satisfaction, etc.The structuring and restructuring of ideas are essential

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to their learning progression, allowing them to construct new knowledge.Teaching-learning, as a process,
should facilitate this construction of knowledge, i.e. internalisation of new knowledge through past experi-
ences, which children do by connecting new ideas to the existing ideas, using the opportunities provided to
them.
Let us reflect
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* What do we mean by social nature of learning?

* How can cultural beliefs affect the learning of children?

Refer to the weblink 8: https://www.youtube.com/watch?v=_5r4loXPyx8&authuser=0

Child-centred pedagogy means giving primacy to children’s experiences, their voices, and their active par-
ticipation. This kind of pedagogy requires us to plan learning in keeping with children’s psychological devel-
opment and interests. The learning plans therefore must respond to physical, cultural and social preferences
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within the wide diversity of characteristics and needs. Our school pedagogic practices, learning tasks, and
the texts we create for learners tend to focus on the socialisation of children and the ‘receptive’ features of
children’s learning. Instead, we need to nurture and build on their active and creative capabilities-their in-
herent interest in making meaning, in relating to the world in ‘real’ ways through acting on it and creating,
and in relating to other humans. Learning is active and social in its character. Children’s voices and experi-
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ences do not find expression in the classroom. Often, the only voice heard is that of the teacher. When children
speak, they are usually only answering the teacher’s questions or repeating the teacher’s words. They rarely
do things, nor do they have opportunities to take initiative. The curriculum must enable children to find their
voices, nurture their curiosity-to do things, to ask questions and to pursue investigations, sharing and inte-
grating their experiences with school knowledge-rather than their ability to reproduce textual knowledge.
(NCF-2005,p.13)
Thus, to summarise this part of the module, we can say that at the primary level, learning will be effective
if it is contextual. Further, the learning contexts should be created keeping in mind the local specificity i.e.
the social, natural and cultural aspects of their immediate environment. In view of the fact that learning is a
spiral rather than a linear process, these experiences need to move gradually from the self to the immediate
surroundings and further expand to the wider environment.

7 Module 1: Part I
In view of the contemporary research on how children learn to make sense of the world around and how
pedagogy in primary school affects the development of scientific abilities and understanding, policy and cur-
riculum developers must pay serious attention to curriculum framing and its implementation. This requires
us to first understand the broad ideas inherent in the key policy documents related to Environmental Studies.
Hence, in the next part of the module, we will further look at the policy perspective in EVS and other dimen-
sions of EVS curriculum in school education.

1.6 References

1. National Policy of Education, MHRD, Government of India Publication, 1986.

2. National Curriculum Framework for School Education, NCERT Publication, New Delhi, 2005.

3. The position paper of the National Focus Group on Habitat and Learning, NCERT, New Delhi, 2006.

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1.7 Weblinks

1. http://www.cifor.org/publications/pdf_files/WPapers/WP68Pacheco.pdf

2. http://www.theplaidzebra.com/as-environmental-issues-get-worse-farmer-suicide-rates-are-getting-

3.
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alarmingly-high/

http://thelogicalshit.com/?p=5

4. http://www.unscn.org/files/Publications/Briefs_on_Nutrition/Brief5_EN.pdf

5. https://www.elaw.org/files/mining-eia-guidebook/Chapter1.pdf (PAGE 8)

6. http://www.greenpeace.org/international/en/campaigns/climate-change/coal/Coal-mining-impacts/

7. https://www.youtube.com/watch?v=zQ9ETC8bk70

8. https://www.youtube.com/watch?v=_5r4loXPyx8&authuser=0
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9. http://environmentinsider.com/impact-industrialization-environment/

10. http://www.importantindia.com/15285/impact-of-industrialization-in-india/
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8 Module 1: Part I