economic growth only marginally and with a strong focus on use and benefits.
Unfortunately, the so-called Sustainable Development Goals (SDGs) are often
adopted as is one by one and implemented into concepts of Education for Sustainable Development (ESD) without further consideration. Such procedures can widen
and weaken the spectrum of pedagogic/didactic programmes and measures with the
effect that the importance of environmental targets and environmental education are
diminished and perished by targets of the global economy and business education.
Thus, also members working on SDGs and ESD might contribute to the growth of
dystopia in the world of young people.
We found the term biodiversity conservation education (BCE) at different
webpages, for example of the Virginia Polytechnic Institute and State University,
USA, and of the Biodiversity Conservation Trust, Australia. However, the aspiration
of what is meant, has already been described in the Convention on Biological
Diversity (CBD).
The central target of BCE is the analysis and intermediation of the relationship
between nature and culture, evolution and extinction, species and ecosystem, natural
constraints and human possibilities. In general the term biodiversity is more related
to natural sciences while conservation is part of the ethical discourse. Thus, the input
of different natural and social sciences is required. Unfortunately, curricula of
schools are often related to disciplines such as biology or philosophy, with the effect
that education on biodiversity conservation is falling through the net.
Biodiversity conservation as term is often associated with backward orientation
and restrictions. We here try to promote another accentuation, and associate the
theoretical framework and political, economic and social aspects aiming at not to
surrender any single species with highly complex analyses, deliberate investments
and cultural creativity. The focus is much stronger than the goal of ESD which
indeed is following a bundle of different and partially competing targets. However,
the scientific accomplishment of BCE in many instances is complex, and only a
multidisciplinary approach might be able to enhance integrative concepts.
The following hypothetical BCE programme for secondary schools and universities may illustrate the meaning of a concrete project.
2.10 Artificial Nature Conservation and Creative Landscape
Design
For the first impression, artificial nature conservation may look like an oxymoron
(such as e.g. civil war or old news). Nature conservation in most cases tries to protect
species and habitats where they naturally occur. Artificial constructions comprise
human buildings, works of art and technology which are opposite to nature. However, in many landscapes and urban regions of the civilized world nature is pauperized by human influence and damage.
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C. Börtitz and C. Hobohm
Unfortunately, the so-called Sustainable Development Goals (SDGs) are often
adopted as is one by one and implemented into concepts of Education for Sustainable Development (ESD) without further consideration. Such procedures can widen
and weaken the spectrum of pedagogic/didactic programmes and measures with the
effect that the importance of environmental targets and environmental education are
diminished and perished by targets of the global economy and business education.
Thus, also members working on SDGs and ESD might contribute to the growth of
dystopia in the world of young people.
We found the term biodiversity conservation education (BCE) at different
webpages, for example of the Virginia Polytechnic Institute and State University,
USA, and of the Biodiversity Conservation Trust, Australia. However, the aspiration
of what is meant, has already been described in the Convention on Biological
Diversity (CBD).
The central target of BCE is the analysis and intermediation of the relationship
between nature and culture, evolution and extinction, species and ecosystem, natural
constraints and human possibilities. In general the term biodiversity is more related
to natural sciences while conservation is part of the ethical discourse. Thus, the input
of different natural and social sciences is required. Unfortunately, curricula of
schools are often related to disciplines such as biology or philosophy, with the effect
that education on biodiversity conservation is falling through the net.
Biodiversity conservation as term is often associated with backward orientation
and restrictions. We here try to promote another accentuation, and associate the
theoretical framework and political, economic and social aspects aiming at not to
surrender any single species with highly complex analyses, deliberate investments
and cultural creativity. The focus is much stronger than the goal of ESD which
indeed is following a bundle of different and partially competing targets. However,
the scientific accomplishment of BCE in many instances is complex, and only a
multidisciplinary approach might be able to enhance integrative concepts.
The following hypothetical BCE programme for secondary schools and universities may illustrate the meaning of a concrete project.
2.10 Artificial Nature Conservation and Creative Landscape
Design
For the first impression, artificial nature conservation may look like an oxymoron
(such as e.g. civil war or old news). Nature conservation in most cases tries to protect
species and habitats where they naturally occur. Artificial constructions comprise
human buildings, works of art and technology which are opposite to nature. However, in many landscapes and urban regions of the civilized world nature is pauperized by human influence and damage.
66
C. Börtitz and C. Hobohm