The probability that the term biodiversity is known is highest with middle-aged
Europeans between 40 and 54 years (Department for Environment, Food and Rural
Affairs 2007; European Commission 2007, 2010, 2013, 2015) and increases with
educational and social status (Department for Environment, Food and Rural Affairs
2007, 2011; European Commission 2007, 2010, 2013, 2015; Lindemann-Matthies
and Bose 2008).
The main sources referring on knowledge about biodiversity conservation are,
above all, school education and the media (Ballouard et al. 2011; Cross 1998; Eagles
and Demare 1999; European Commission 2007, 2010; Gayford 2000; LindemannMatthies and Bose 2008; Lindemann-Matthies et al. 2011; Michail et al. 2007;
Novacek 2008; Sustainable Development Education Panel 2000). Palmberg et al.
(2015) report that for Nordic-Baltic students’ school is one of the most important
sources of information about biodiversity related issues. Other important sources are,
inter alia, botanical gardens, zoos, natural centers and museums (Novacek 2008; The
Biodiversity Project 1998).
2.9 Biodiversity Conservation Education (BCE) in Relation
to Environmental Education (EE) and Education
for Sustainable Development (ESD)
Education with a strong focus on biodiversity conservation can be seen as part of
environmental education (EE). Environmental education on the other hand was the
starting point for the development of education for sustainable development (ESD)
which has a wider and more holistic horizon. However, it is also possible not to
follow this sequence as a logical upward movement since widening often implies
loss of contouring.
The United Nations set 17 Sustainable Development Goals in 2015 as blueprint to
achieve a better and more sustainable future for all people (Agenda 2030). These
17 goals including 169 targets mirror the composition of working groups of the
United Nations, and the recent interests of member states. The goals are characterized as universal call to action to end poverty, protect the planet and improve the
lives and prospects of everyone, everywhere (https://www.un.org/
sustainabledevelopment; accessed 3/2020). Indeed, these targets are comprising,
and presumably many people can find the target which is linked to their own
situation, problems and wishes. However, the ambitious goals have been criticized
for their inconsistency and big anything whatever. Furthermore, they are difficult to
quantify, implement and monitor (Swain 2017; Spaiser et al. 2017). One of the
strongest concerns, however, is the tiny contribution of the goal to protect the
biodiversity, and to focus on real sustainability of ecosystems and the environment.
The targets on the other hand, indicate the powerful influence of current economic
interests. Thus, the wide spectrum of partly competing targets considers biodiversity
conservation and health of ecosystems in comparison with targets of further
History of Environmental Communication and Education
65
Europeans between 40 and 54 years (Department for Environment, Food and Rural
Affairs 2007; European Commission 2007, 2010, 2013, 2015) and increases with
educational and social status (Department for Environment, Food and Rural Affairs
2007, 2011; European Commission 2007, 2010, 2013, 2015; Lindemann-Matthies
and Bose 2008).
The main sources referring on knowledge about biodiversity conservation are,
above all, school education and the media (Ballouard et al. 2011; Cross 1998; Eagles
and Demare 1999; European Commission 2007, 2010; Gayford 2000; LindemannMatthies and Bose 2008; Lindemann-Matthies et al. 2011; Michail et al. 2007;
Novacek 2008; Sustainable Development Education Panel 2000). Palmberg et al.
(2015) report that for Nordic-Baltic students’ school is one of the most important
sources of information about biodiversity related issues. Other important sources are,
inter alia, botanical gardens, zoos, natural centers and museums (Novacek 2008; The
Biodiversity Project 1998).
2.9 Biodiversity Conservation Education (BCE) in Relation
to Environmental Education (EE) and Education
for Sustainable Development (ESD)
Education with a strong focus on biodiversity conservation can be seen as part of
environmental education (EE). Environmental education on the other hand was the
starting point for the development of education for sustainable development (ESD)
which has a wider and more holistic horizon. However, it is also possible not to
follow this sequence as a logical upward movement since widening often implies
loss of contouring.
The United Nations set 17 Sustainable Development Goals in 2015 as blueprint to
achieve a better and more sustainable future for all people (Agenda 2030). These
17 goals including 169 targets mirror the composition of working groups of the
United Nations, and the recent interests of member states. The goals are characterized as universal call to action to end poverty, protect the planet and improve the
lives and prospects of everyone, everywhere (https://www.un.org/
sustainabledevelopment; accessed 3/2020). Indeed, these targets are comprising,
and presumably many people can find the target which is linked to their own
situation, problems and wishes. However, the ambitious goals have been criticized
for their inconsistency and big anything whatever. Furthermore, they are difficult to
quantify, implement and monitor (Swain 2017; Spaiser et al. 2017). One of the
strongest concerns, however, is the tiny contribution of the goal to protect the
biodiversity, and to focus on real sustainability of ecosystems and the environment.
The targets on the other hand, indicate the powerful influence of current economic
interests. Thus, the wide spectrum of partly competing targets considers biodiversity
conservation and health of ecosystems in comparison with targets of further
History of Environmental Communication and Education
65