used and which animals could be hunted. Like humans today prehistoric people had
to accept their dependence on nature, and therefore feared, adored, restored, and
used nature for wellbeing and survival. Moreover, it can be assumed that they were
discussing ideas and convictions and shared disaster stories with old and young
people and tried to enhance their knowledge, education and behaviour.
2 Education and Communication: Examples of Teaching
and Learning About Nature During the Past and Present
Communication about nature may be an anthropological constant. Cave paintings
from the Ice Age document environmental observations most likely used for ritual
ceremonies. Although the interpretation is difficult (Breidbach 2015) the paintings
might be interpreted as part of the environmental communication and self-reflection.
Shamans accompanied the community with ceremonies during every intervention
in the environment, from planting to harvesting, hunting, birth and death. This
proved to be effective as it led to a stabilisation of the social life (Breidbach 2015).
For the Hopi of Arizona it was important to coordinate one’s own actions with the
life cycle of nature since humans were seen as part of nature. According to their
narratives, opposing against nature would lead to a destruction of the world
(Breidbach 2015).
Today education for environment-friendly behaviour should be integrated in
formal and non-formal education. Furthermore, self-education using mass media
and the internet is possible everywhere and at any time.
In the following, different examples of education in different parts of the world
may indicate phases of communication and education on nature and the
environment.
2.1 Ancient Egypt and the Cultural Meaning of the Nile
The availability of water has always been an important factor for the establishment
and prospering of cultures. In Egypt, the lowland Nile, an enormously water-rich
floodplain, has determined the cycle of life in its surroundings since ancient times
and defined and still defines the life in a hostile environment. Regular floods fertilize
the river valley with nutrient-rich sediment, guaranteeing an enormous fertility of the
land. Even in the days of the pharaohs, Egyptians already knew about the importance
of the Nile for their prospering culture. Therefore, they combined agriculture with
celestial constellations. The star Sirius and the occurrence of the Nile floods marked
the beginning of the year. By observation, they knew that the Nile would bring
enough water for irrigation when Sirius rises shortly before sunrise (Breidbach 2015;
Prell 2009; Ward 1992). Since the floods did not reach the optimal level for
46
C. Börtitz and C. Hobohm
to accept their dependence on nature, and therefore feared, adored, restored, and
used nature for wellbeing and survival. Moreover, it can be assumed that they were
discussing ideas and convictions and shared disaster stories with old and young
people and tried to enhance their knowledge, education and behaviour.
2 Education and Communication: Examples of Teaching
and Learning About Nature During the Past and Present
Communication about nature may be an anthropological constant. Cave paintings
from the Ice Age document environmental observations most likely used for ritual
ceremonies. Although the interpretation is difficult (Breidbach 2015) the paintings
might be interpreted as part of the environmental communication and self-reflection.
Shamans accompanied the community with ceremonies during every intervention
in the environment, from planting to harvesting, hunting, birth and death. This
proved to be effective as it led to a stabilisation of the social life (Breidbach 2015).
For the Hopi of Arizona it was important to coordinate one’s own actions with the
life cycle of nature since humans were seen as part of nature. According to their
narratives, opposing against nature would lead to a destruction of the world
(Breidbach 2015).
Today education for environment-friendly behaviour should be integrated in
formal and non-formal education. Furthermore, self-education using mass media
and the internet is possible everywhere and at any time.
In the following, different examples of education in different parts of the world
may indicate phases of communication and education on nature and the
environment.
2.1 Ancient Egypt and the Cultural Meaning of the Nile
The availability of water has always been an important factor for the establishment
and prospering of cultures. In Egypt, the lowland Nile, an enormously water-rich
floodplain, has determined the cycle of life in its surroundings since ancient times
and defined and still defines the life in a hostile environment. Regular floods fertilize
the river valley with nutrient-rich sediment, guaranteeing an enormous fertility of the
land. Even in the days of the pharaohs, Egyptians already knew about the importance
of the Nile for their prospering culture. Therefore, they combined agriculture with
celestial constellations. The star Sirius and the occurrence of the Nile floods marked
the beginning of the year. By observation, they knew that the Nile would bring
enough water for irrigation when Sirius rises shortly before sunrise (Breidbach 2015;
Prell 2009; Ward 1992). Since the floods did not reach the optimal level for
46
C. Börtitz and C. Hobohm