IJEP 41(5): 590-595 : Vol. 41 Issue. 5 (May 2021)
Sushmita Tripathi and Jyotsna Sinha*
Motilal Nehru National Institute of Technology, Department of Humanities and Social Sciences, Prayagraj – 211 004, India
The aim of the article is to develop proposals for improving environmental education management technology. Analysis of the approaches used in the theory and practice of environmental education management has shown that it is most appropriate to form the development, consistency and self organisation principles, as well as data of modern natural science and individual areas of ecology, namely general ecology, human ecology, global ecology and social ecology. It is revealed that additional important sources of environmental education should include geological ecology, engineering ecology, agro-ecology and some other environmental disciplines. It is proved that the introduction of special courses at various levels of education, which interactively reflect the content of new environmental disciplines, becomes a mandatory requirement. In this context, distinguishing the key concepts, which reflect the invariant phenomena and processes in different areas of ecology, in environmental education is quite essential. This allows justifying the internal unity of environmental disciplines and determining the optimal form of presentation of educational information. It is revealed that environmental education should be aimed at the development of environmental consciousness and education of the individual with an environmental outlook. Accordingly, environmental education should be continuous, systematic and interdisciplinary. It should be supplemented by various sources of up-to-date information.
Technology, Management, Ecological education, Water biological resources, Society, Orientation, Nature, Activity
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