of conservation are part of the ethical-social discourse. Thus, also BCE requires the
contribution of various disciplines.
The concept and practice of Ecological Restoration Education (ERE) is an
example of this as much as it is a novel pedagogical approach for schoolchildren.
Schoolchildren are by far the largest educable group of the public. The concept
combines insights from the field of outdoor education and ecological restoration
and has the overarching objective of fostering learning about biodiversity through
practical experience of ecosystem restoration. The concept includes a strategy to
spread interest about the importance of biodiversity and ecosystem management
among future generations.
Independent of different opinions about pedagogic concepts and best practices,
the enlargement and intensification of environmental education in public and private
schools and via media is increasingly assessed as an important measure parallel to
political decisions, legislation, jurisdiction, and practical management of ecosystems. Everything regarding resources is based on what society prioritizes, so if
society assesses conservation and sustainable use of resources as a high priority, if
the public has been educated regarding its importance to our own sociocultural life,
funding and effort may result in creativity and real sustainability.
4 Current Challenges
We use expressions such as effective measure and successful programme. Such
terms presuppose a normative-evaluative framework. Social science and humanities
approaches can make helpful contributions to the clarification and handling of
normative-evaluative questions. For the question of how biodiversity could be better
protected in the future, social science and humanities may combine different assessments to a consistent perspective.
When we consider what should be protected, and which changes and measures
are needed, we have to value natural, semi-natural and artificial entities. We emphasize that the resource use and human impact on biodiversity is enormous. Accordingly, solutions consist primarily in change of action. Humans can adapt actions
through norms, regulations, conventions, and programmes, among other measures.
However, such instruments must be suitable, goal-oriented, plausible, convincing,
and consistent.
4.1 Resources for Humans, Plants and Animals
All processes of life are controlled by resources such as energy, nutrients, water, and
space. The current challenge is to organize and regulate humanity’s resource use
with respect to ecosystem functions and the indefinite survival of threatened species.
460
C. Hobohm et al.
contribution of various disciplines.
The concept and practice of Ecological Restoration Education (ERE) is an
example of this as much as it is a novel pedagogical approach for schoolchildren.
Schoolchildren are by far the largest educable group of the public. The concept
combines insights from the field of outdoor education and ecological restoration
and has the overarching objective of fostering learning about biodiversity through
practical experience of ecosystem restoration. The concept includes a strategy to
spread interest about the importance of biodiversity and ecosystem management
among future generations.
Independent of different opinions about pedagogic concepts and best practices,
the enlargement and intensification of environmental education in public and private
schools and via media is increasingly assessed as an important measure parallel to
political decisions, legislation, jurisdiction, and practical management of ecosystems. Everything regarding resources is based on what society prioritizes, so if
society assesses conservation and sustainable use of resources as a high priority, if
the public has been educated regarding its importance to our own sociocultural life,
funding and effort may result in creativity and real sustainability.
4 Current Challenges
We use expressions such as effective measure and successful programme. Such
terms presuppose a normative-evaluative framework. Social science and humanities
approaches can make helpful contributions to the clarification and handling of
normative-evaluative questions. For the question of how biodiversity could be better
protected in the future, social science and humanities may combine different assessments to a consistent perspective.
When we consider what should be protected, and which changes and measures
are needed, we have to value natural, semi-natural and artificial entities. We emphasize that the resource use and human impact on biodiversity is enormous. Accordingly, solutions consist primarily in change of action. Humans can adapt actions
through norms, regulations, conventions, and programmes, among other measures.
However, such instruments must be suitable, goal-oriented, plausible, convincing,
and consistent.
4.1 Resources for Humans, Plants and Animals
All processes of life are controlled by resources such as energy, nutrients, water, and
space. The current challenge is to organize and regulate humanity’s resource use
with respect to ecosystem functions and the indefinite survival of threatened species.
460
C. Hobohm et al.