24
In effect, the rollback of the state has meant that policies on environmental management have been carried out by the business sector or non-governmental organisations (NGOs). Chasek et al. (2018) have identified the main actors in environmental
policy as states, international organisations such as United Nations-affiliated bodies
and NGOs and the business sector (corporations, trade unions, scientific bodies),
and policy is often a reflection of power between these sectors.
Humphreys’ (2009) depiction of an ecological state would be ‘dedicated to governance that respects ecological limits’ (p.180). Such a state would reflect intergenerational and transnational needs. This presupposes that its citizens need to recognise
the limits of ecological space across space and time; hence, obligations extend
beyond borders and generations. Such obligations would mean recognising disparities in ecological footprints and commitments to reduce these disparities so that
resources were more evenly distributed and extended over a longer period of time.
The rights and duties of states and their citizens extend beyond national borders.
Young (1984) identifies four clusters of problems to which state and citizen obligations would apply:
1. Commons that belong to all, e.g. climate systems, the Antarctic wilderness.
2. Shared natural resources which extend across national boundaries, e.g. rivers.
3. Transboundary externalities which exist within particular states but have international effects such as acid rain.
4. Linked issues where efforts to deal with environmental concerns affect others,
e.g. cutting down on air travel affects livelihood of others.
While these problems are referenced in relation to state and citizen action, some
of the problems are generated by transnational corporations which can evade
national jurisdictions, for example, the Transatlantic Trade and Investment
Partnership (TTIP) agreement.
2.5 Implications for Education
So what are the implications for education in schools?
Many resources and policy papers have been written on the role of environmental
education in schools. Here, however, we outline some broad principles for
Environmental Citizenship and some underpinning strategies.
First, there is the need for young people to understand foundational philosophical and cultural principles that influence our judgments but which are rarely made
explicit. This is a recognition of the relationship between humans and Nature. Such
a relationship grows from emotional, cognitive and psychological influences including supporting young people’s respect for other living species, for example, gardening, providing a bird bath and supporting reflection on the need to protect other
species but respecting Nature’s ‘wildness’. A critical education could raise questions on whether other species have rights, how such rights are recognised and the
ethics of human interference in Natural processes. Central to these deliberations is
pedagogy, particularly teachers’ knowledge and understanding of the topics and the
R. Levinson et al.
In effect, the rollback of the state has meant that policies on environmental management have been carried out by the business sector or non-governmental organisations (NGOs). Chasek et al. (2018) have identified the main actors in environmental
policy as states, international organisations such as United Nations-affiliated bodies
and NGOs and the business sector (corporations, trade unions, scientific bodies),
and policy is often a reflection of power between these sectors.
Humphreys’ (2009) depiction of an ecological state would be ‘dedicated to governance that respects ecological limits’ (p.180). Such a state would reflect intergenerational and transnational needs. This presupposes that its citizens need to recognise
the limits of ecological space across space and time; hence, obligations extend
beyond borders and generations. Such obligations would mean recognising disparities in ecological footprints and commitments to reduce these disparities so that
resources were more evenly distributed and extended over a longer period of time.
The rights and duties of states and their citizens extend beyond national borders.
Young (1984) identifies four clusters of problems to which state and citizen obligations would apply:
1. Commons that belong to all, e.g. climate systems, the Antarctic wilderness.
2. Shared natural resources which extend across national boundaries, e.g. rivers.
3. Transboundary externalities which exist within particular states but have international effects such as acid rain.
4. Linked issues where efforts to deal with environmental concerns affect others,
e.g. cutting down on air travel affects livelihood of others.
While these problems are referenced in relation to state and citizen action, some
of the problems are generated by transnational corporations which can evade
national jurisdictions, for example, the Transatlantic Trade and Investment
Partnership (TTIP) agreement.
2.5 Implications for Education
So what are the implications for education in schools?
Many resources and policy papers have been written on the role of environmental
education in schools. Here, however, we outline some broad principles for
Environmental Citizenship and some underpinning strategies.
First, there is the need for young people to understand foundational philosophical and cultural principles that influence our judgments but which are rarely made
explicit. This is a recognition of the relationship between humans and Nature. Such
a relationship grows from emotional, cognitive and psychological influences including supporting young people’s respect for other living species, for example, gardening, providing a bird bath and supporting reflection on the need to protect other
species but respecting Nature’s ‘wildness’. A critical education could raise questions on whether other species have rights, how such rights are recognised and the
ethics of human interference in Natural processes. Central to these deliberations is
pedagogy, particularly teachers’ knowledge and understanding of the topics and the
R. Levinson et al.