History of Indonesia Boy Scout (Chapter II)

The Born Of The Scout.

Indonesia History of Scouting

Scout movement was born in 1961, so if you would listen to the background of the birth of the Scout Movement, one needs to assess the circumstances, events, and events around the year 1960.

Of expression has been described before, we see that the scouting association in Indonesia at that time very much. The amount is not sepandan the total number of members of the society.

Regulations that arise during this planting is MPRS No. II/MPRS/1960, dated December 3, 1960 on the national development plan. These provisions can be found in Section 330. C. which states that the basic education in the field scouting is the Pancasila. Demolition of scouting so (Article 741) and education to be intensified scouting and government approved plans to set up a Scout (Article 349 Paragraph 30). Then the scout to be freed from the remains of Lord Baden Powellisme (Appendix C Section 8).

The decision gives government the obligation to execute it. That's why president of the / Mandatory MPRS on March 9, 1961 to collect the figures and leaders of Indonesia scouting movement, housed at the State Palace. On Thursday evening that the President revealed that the existing scouting must be renewed, methods and educational activities should be replaced, the entire scouting organizations that have merged into one called the Boy Scouts. The president also appointed a committee consisting of lane IX, P and K Minister Prof. Prijono, Minister of Agriculture Dr.A. Azis Saleh and Transmigration Minister, Cooperative and Community Development, Achmadi. This committee certainly need something endorsement. And then come a Presidential Decree No.112 of 1961 on 5 April 1961, the Committee on Establishment of Scout Executive Assistant to the membership as it is called by the President on March 9, 1961.

There is a difference between the designation or assignment committee the President's speech by a presidential decree it.

Still in the month of April as well, out of Presidential Decree No. 121 of 1961 dated 11 April 1961 on the Establishment Committee of the Scout Movement. The committee members consist of lane IX, Prof. Prijono, Dr. A. Azis Saleh, Achmadi and Muljadi Djojo Martono (Minister of Social Affairs).


The committee is then process the Scout Association, the Annex to Presidential Decree No. 238 of 1961, dated May 20, 1961 of the Scout Movement.

The Birth Of The Scout

Scout movement was marked by a series of interrelated events, namely:

Speech of President / Mandatory MPRS before the leaders and scout leaders representing organizations located in Indonesia on March 9, 1961 at the State Palace. The incident was later referred to as the TUNAS SCOUT MOVEMENT DAY

The issuance of Presidential Decree No. 238 of 1961, dated May 20, 1961, on the set of the Scout Movement Scout Movement as the only organization that commissioned scouting scouting education for children and youth in Indonesia, and passed the Articles of Association of the Scout Movement is used as a guide, instructions and grip for the managers of the Scout Movement in carrying out their duties. May 20th is: National Awakening Day, but for the Scout Movement has a special meaning and represents a milestone for environmental education in the third. The incident was later referred to as THE BEGINNING OF WORK DAY.

Statements of the representatives scouting organizations in Indonesia who willingly immerse themselves in the organization of the Scout Movement, performed at the Senayan Sports Palace on July 30, 1961. This event is then called a pledge SCOUT DAY MOVEMENT.

Mapinas inauguration, Kwarnas and Kwarnari at the State Palace, followed by a procession Scouts to be introduced to the people who preceded the conferring of the Scout Movement Flag-Flag, and all of which occurred on the date of August 14, 1961. The incident was later referred to as SCOUT DAY.

Introducting The Scout

President's speech on March 9, 1961 also outlined that the Proclamation of Independence anniversary of the Scout Movement has been there and known by the public. Therefore RI Presidential Decree 238 of 1961 there should be supporting the board and its members.

According to the Scout Association, chairman of the association held by the National Leadership Council (MAPINAS) in which there are national scouts and National Kwartir Daily.

Governing Body of the center is symbolically arranged to take the sacred number 17-8 - '45, which is composed of Mapinas to 45 people of whom sat in Kwarnas 17 people and in Kwarnasri 8 people.

However, in its realization as such in the RI Presidential Decree No.447 of 1961, dated August 14, 1961 amounts to 70 people Mapinas members with details of 70 members that 17 of them as members Kwarnas and 8 people among the members of this Kwarnas Kwarnari members.

Mapinas chaired by Dr. Ir. Soekarno, the President, the Vice Chairman of the I, IX lane and Vice Chairman Brigadier General II Dr.A. Aziz Saleh.

Meanwhile in Kwarnas, lane IX chairman and Brigadier General Dr.A. Aziz Saleh as Vice Chairman concurrently Chairman Kwarnari.

Scout movement was formally introduced to all the people of Indonesia on August 14, 1961 not only in the capital Jakarta, but also in an important place in Indonesia. In Jakarta, about 10,000 members of the Scout Movement held a Big Apple followed by development and parade march in front of the President and around Jakarta.

Before the parade / procession, the President swore in members Mapinas, Kwarnas and Kwarnari, in state court, and deliver gifts of appreciation and honor of National Flag Indonesia Scout Movement (Decree No.448 of 1961) which were administered to the Chairman of the National Kwartir, Sri Sultan Hamengku IX lane just before the parade / procession begins.

Introductory event on August 14, 1961 is then performed as a SCOUT DAY is celebrated annually by all ranks and members of the Scout Movement.

History Of Indonesia Boy Scout (Chapter 1)

History of Indonesia Scout Movement is a summary of the history of the establishment where the scout movement since the beginning of the period when the Dutch colonized Indonesia so called "Dutch East Indies".

Period of the Dutch East Indies

The fact history shows that young people of Indonesia have a "share" of the movement's struggle for independence in Indonesia as well as existing and educational development of the national scouting Indonesia. In scouting it seems development of education and the encouragement of the spirit to come together, but there is a symptom of the Unity organization.

Scouting organizations in Indonesia was started by the branch "Nederlandsche Padvinders Organisatie" (NPO) in 1912, which at the outbreak of World War I has its own large Kwartir and later renamed the "Nederlands-Indische Vereeniging Padvinders" (NIPV) in 1916.

Scout organization initiated by the Indonesian nation is Javaansche Padvinders Organisatie; stand on the initiative of SP Mangkunegara VII in 1916.

The fact that scouting is interchange with the national movement, as mentioned above may be considered on a "Padvinder Muhammadiyah" which in 1920 changed its name to "Hizbul Wathan" (HW); "Nationale Padvinderij" founded by Budi Utomo; Syarikat Islam founded the "Syarikat Afdeling Padvinderij Islam "which later changed to" Islam Syarikat Afdeling Scout "and better known as SIAP, Islamietische Padvinderij Nationale (NATIPIJ) was established by Jong Islamieten Bond (JIB) and the Nationale Indonesisch Padvinders Organisatie (INPO) was established by the Youth Indonesia.

Scouting organization's desire to unite Indonesia at that time appeared to start with the formation of PAPI is "Brotherhood Between Indonesia Pandu" Nationality is a federation of Pandu, INPO, READY, and PPS NATIPIJ on May 23, 1928.

This federation can not last long, because the intention of the fusion, resulting in the 1930 National Scout stood Indonesia (KBI), which pioneered the character of Jong Java Padvinders / Pandu Nationality (JJP / PK), INPO and the PPS (JJP-Jong Java Padvinderij); PK-Pandu Nationality). Files: KBI.jpg

PAPI later evolved into the Central Scouting Brotherhood Indonesia (BPPKI) in April 1938.

Between the years 1928-1935 began scouting movements were born in Indonesia both the main wing of nationality or religion breathing. scouting the breathing may be noted Pandu nationality Indonesia (PI), Padvinders Organisatie Pasundan (POP), the Sultanate of Pandu (PK), Sinar Pandu We (SPK) and Scout Rakyat Indonesia (KRI). Breathing while Pandu Ansor religion, Al Wathoni, Hizbul Wathon, Scout Islam Indonesia (k), Islamitische Padvinders Organisatie (IPO), Tri Darma (Christian), Catholic Scouting principle of Indonesia (LEG), AD Scout Indonesia (KMI).

In an effort to garner unity and union, the Brotherhood of the Central Scouting Indonesia BPPKI plan "All Indonesian Jamboree". This plan has some good changes in the time of execution and name of the activity, which then agreed to be replaced with "Scout Camp Indonesia generally" abbreviated PERKINO and held on 19 to 23 July 1941 in Yogyakarta.

Japanese Colonial Period (Dai Nippon)

"Dai Nippon"! That is the name used to refer to Japan at that time. During World War II, Japanese troops entered the attack and the Dutch left Indonesia. Indonesia Party and people's organizations, including the scouting movement, banned stand. However, efforts to organize PERKINO II remain to be done. Not only that, the spirit of scouting remain lit in the hearts of its members. Because the Boy Scouts is an organization that respect the value of the Unity of the nation that's why The Japanese people do not allow The Scouts still born in Indonesia

Republic of Indonesia Period.

A month after the proclamation of independence of the Republic of Indonesia, some scouting leaders gathered in Yogyakarta and the Committee agreed to establish Indonesia as a Scout Unit working committee, indicating the formation of an umbrella organization for all the Indonesian scouting and immediately held a Unity Congress Scout Indonesia.

Congress intended, held on 27-29 December 1945 in Surakarta with the formation of the People Indonesia Pandu. This association is supported by the entire leadership and character as well as strengthened by the "promise of Way Association," then the government of Indonesia acknowledged as the only scouting organization established by the decision of the Minister of Education, Teaching and Culture No.93/Bag. A, dated February 1, 1947.

Difficult years faced by Pandu Rakyat Indonesia since the invasion of the Netherlands. Even on the anniversary of the independence of August 17, 1948 held a bonfire in the courtyard of East Pegangsaan 56, Jakarta, threatened and forced the Dutch arms Soeprapto to God, fall as Pandu, as a patriot who proves his love for country, homeland and nation. In the area occupied by the Dutch, Pandu People standing prohibited. This situation encouraged the establishment of other associations such as the Scout Son Indonesia (KPI), Pandu Puteri Indonesia (PPI), Scout Indonesia Muda (KIM).

The period of armed struggle to defend our beloved country is also dedicated to the members of the scouting movement in Indonesia, then ended the period of armed struggle to establish and retain its independence, at the time of Pandu Rakyat Indonesia is the second congress held in Yogyakarta on 20-22 January 1950.

Congress, among others, decided to accept the new conception, which give an opportunity to re-group for ex menghidupakan their respective organizations and be open a chance that Pandu Rakyat Indonesia is no longer the only one scouting organization in Indonesia with the decision of the Minister of PP and K number 2344 / Kab. dated 6 September 1951 dicabutlah government's recognition that Pandu Rakyat Indonesia is the only container scouting in Indonesia, so the decision 93/Bag numbers. A dated February 1, 1947 it was over.

Maybe a bit strange if direnungi, for ten days after the decision of the Minister No. 2334/Kab. it out, then the representatives of the organization's scouting konfersensi Why did the explosion in Jakarta. At this moment, exactly on 16 September 1951 decided upon the establishment of Scout Association of Indonesia (IPINDO) as a federation.

In 1953 Ipindo managed to become members of the scouting world

Ipindo is a federation of the scouting organization's son, while the daughter, there are two federal organizations that PKPI (Scout Association of Puteri Indonesia) and POPPINDO (Unity Organization of Pandu Puteri Indonesia). Both of these federations have jointly welcomed haven Lady Baden-Powell to Indonesia, en route to Australia.

In the Proclamation of Independence Day is the 10th National Jamboree held Ipindo, housed in Ragunan, Pasar Minggu on August 10 to 20, 1955, Jakarta.

Ipindo as executor container Scouting activities felt the need to hold seminars in order to overview the efforts to ensure the purity and survival of scouting. The seminar was held at the monument, Bogor in January 1957.

Tugu Seminar was to produce a formula that is expected to be used as a reference for any scouting movement in Indonesia. It is hoped the existing The Scout be united. A year later in the month of November-ber 1958, the Government of Indonesia, in this case the PP and K Department held a seminar in Ciloto, Bogor, West Java, the topic of "Penasionalan Scout".

If the Jamboree to be implemented in Ragunan son-Jakarta Sunday Market, the camp held a large PKPI daughter called Clover Village located in Chester. Clover Village was accomplished in 1959. In this year also send a contingent to the Jamboree Ipindo World in MT. Makiling Philippine.

Well, times and was the eve of the birth of the Scout Movement.

Monument Of Love (Fact obout Taj Mahal)

The Taj Mahal of Agra is one of the Seven Wonders of the World, for reasons more than just looking magnificent. It's the history of Taj Mahal that adds a soul to its magnificence: a soul that is filled with love, loss, remorse, and love again. Because if it was not for love, the world would have been robbed of a fine example upon which people base their relationships. An example of how deeply a man loved his wife, that even after she remained but a memory, he made sure that this memory would never fade away. This man was the Mughal Emperor Shah Jahan, who was head-over-heels in love with Mumtaz Mahal, his dear wife. She was a Muslim Persian princess (her name Arjumand Banu Begum before marriage) and he was the son of the Mughal Emperor Jehangir and grandson of Akbar the Great. It was at the age of 14 that he met Mumtaz and fell in love with her. Five years later in the year 1612, they got married.

Mumtaz Mahal, an inseparable companion of Shah Jahan, died in 1631, while giving birth to their 14th child. It was in the memory of his beloved wife that Shah Jahan built a magnificent monument as a tribute to her, which we today know as the "Taj Mahal". The construction of Taj Mahal started in the year 1631. Masons, stonecutters, inlayers, carvers, painters, calligraphers, dome-builders and other artisans were requisitioned from the whole of the empire and also from Central Asia and Iran, and it took approximately 22 years to build what we see today. An epitome of love, it made use of the services of 22,000 laborers and 1,000 elephants. The monument was built entirely out of white marble, which was brought in from all over India and central Asia. After an expenditure of approximately 32 million rupees (approx US $68000), Taj Mahal was finally completed in the year 1653.

It was soon after the completion of Taj Mahal that Shah Jahan was deposed by his own son Aurangzeb and was put under house arrest at nearby Agra Fort. Shah Jahan, himself also, lies entombed in this mausoleum along with his wife. Moving further down the history, it was at the end of the 19th century that British Viceroy Lord Curzon ordered a sweeping restoration project, which was completed in 1908, as a measure to restore what was lost during the Indian rebellion of 1857: Taj being blemished by British soldiers and government officials who also deprived the monument of its immaculate beauty by chiseling out precious stones and lapis lazuli from its walls. Also, the British style lawns that we see today adding on to the beauty of Taj were remodeled around the same time. Despite prevailing controversies, past and present threats from Indo-Pak war and environmental pollution, this epitome of love continuous to shine and attract people from all over the world.

Taj Mahal Myths

Taj Mahal was built in 22 years (1631-1653) with the orders of Shah Jahan and it was dedicated to Mumtaz Mahal (Arjumand Bano Begum), the wife of Shah. 20.000 workers labored and 32 crore rupees were spent during the construction of the monument and it was built according to Islamic architecture. It is one of the Unesco world heritage site. Taj Mahal means the’ Place of the Crown’ because; Taj means “Crown” and Mahal means “place”. There are several myths about Taj Mahal. According to one of the myths, the construction is sinking and it is known that in spite of all the precautions, cracks were discovered in it just 4 years after its completion and that it was tilting towards the riverside. According to another myth a number of items such as diamonds, a gold leaf which covered the part of the dome, a pearl blanket etc that were originally a part of the Taj were stolen. It is also told that Shah Jahan got the hands of his sculptors and architects cut off so that they would never be able to build a monument as magnificent and beautiful as the Taj again and he even got their eyes pulled out so that they would never be able to witness anything bigger and more beautiful than the monument that they had built during their lifetime.

source : various sources

Environmental education

Environmental education (EE) refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behavior and ecosystems in order to live sustainably. The term is often used to imply education within the school system, from primary to post-secondary. However, it is sometimes used more broadly to include all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc. Related disciplines include outdoor education and experiental education.

Environmental education is a learning process that increases people's knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

Focus of EE

EE focuses on:

• Awareness and sensitivity about the environment and environmental challenges
• Knowledge and understanding about the environment and environmental challenges
• Attitude concern for the environment and help to maintain environmental quality
• Skills to mitigate the environmental problems
• Participation for exercising existing knowledge and environmental related programs

History

The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in Emile: or, On Education. Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseau’s philosophy as he encouraged students to “Study nature, not books.” These two influential scholars helped lay the foundation for a concrete environmental education program, known as Nature study, which took place in the late 19th century and early 20th century.

The nature study movement used fables and moral lessons to help students develop an appreciation of nature and embrace the natural world.  Anna Botsford Comstock, the head of the Department of Nature Study at Cornell University, was a prominent figure in the nature study movement and wrote the Handbook for Nature Study in 1911, which used nature to educate children on cultural values. Comstock and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature Study garner tremendous amounts of support from community leaders, teachers, and scientists and change the science curriculum for children across the United States.

A new type of environmental education, Conservation Education, emerged as a result of the Great Depression and Dust Bowl during the 1920s and 1930s. Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history. Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period.

The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education. During this time period, many events – such as Civil Rights, the Vietnam War, and the Cold War – placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carson’s Silent Spring, and the significant amounts of air pollution and waste, the public’s concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism.

The first article about environmental education as a new movement appeared in Phi Delta Kappan in 1969, authored by James A. Swan. A definition of "Environmental Education" first appeared in Educational Digest in March 1970, authored by William Stapp. Stapp later went on to become the first Director of Environmental Education for UNESCO, and then the Global Rivers International Network.

Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about environmental problems – paved the way for the modern environmental education movement. Later that same year, President Nixon passed the National Environmental Education Act, which was intended to incorporate environmental education into K-12 schools. Then, in 1971, the National Association for Environmental Education (now known as the North American Association for Environmental Education) was created to improve environmental literacy by providing resources to teachers and promoting environmental education programs.

Internationally, environmental education gained recognition when the UN Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared environmental education must be used as a tool to address global environmental problems. The United Nations Education Scientific and Cultural Organization (UNESCO) and United Nations Environment Program (UNEP) created three major declarations that have guided the course of environmental education.

Stockholm Declaration

June 5–16, 1972 - The Declaration of the United Nations Conference on the Human Environment. The document was made up of 7 proclamations and 26 principles "to inspire and guide the peoples of the world in the preservation and enhancement of the human environment."

The Belgrade Charter

October 13–22, 1975 - The Belgrade Charter. was the outcome of the International Workshop on Environmental Education held in Belgrade, Serbia. The Belgrade Charter was built upon the Stockholm Declaration and adds goals, objectives, and guiding principles of environmental education programs. It defines an audience for environmental education, which includes the general public.

The Tbilisi Declaration

October 14–26, 1977 - The Tbilisi Declaration "noted the unanimous accord in the important role of environmental education in the preservation and improvement of the world's environment, as well as in the sound and balanced development of the world's communities." The Tbilisi Declaration updated and clarified The Stockholm Declaration and The Belgrade Charter by including new goals, objectives, characteristics, and guiding principles of environmental education.

Later that decade, in 1977, the Intergovernmental Conference on Environmental Education in Tbilisi, Georgia emphasized the role of Environmental Education in preserving and improving the global environment and sought to provide the framework and guidelines for environmental education. The Conference laid out the role, objectives, and characteristics of environmental education, and provided several goals and principles for environmental education.

Modern environmental education in the United States

Following the 1970s, non-governmental organizations that focused on environmental education continued to form and grow, the number of teachers implementing environmental education in their classrooms increased, and the movement gained stronger political backing. A critical move forward came when the United States Congress passed the National Environmental Education Act of 1990, which placed the Office of Environmental Education in the U.S. Environmental Protection Agency and allowed the EPA to create environmental education initiatives at the federal level.

Antecedents in the United States

In the United States some of the antecedents of Environmental Education were Nature Studies, Conservation Education and School Camping. Nature studies integrated academic approach with outdoor exploration (Roth, 1978). Conservation Education brought awareness to the misuse of natural resources. George Perkins Marsh discoursed on humanity’s integral part of the natural world. The governmental agencies like the U.S. Forest Service and the EPA were also pushing a conservation agenda. Conservation ideals still guide environmental education today. School Camping was exposure to the environment and use of resources outside of the classroom for educational purposes. The legacies of these antecedents are still present in the evolving arena of environmental education.

About

Environmental education has been considered an additional or elective subject in much of traditional K-12 curriculum. At the elementary school level, environmental education can take the form of science enrichment curriculum, natural history field trips, community service projects, and participation in outdoor science schools. EE policies assist schools and organizations in developing and improving environmental education programs that provide citizens with an in-depth understanding of the environment. School related EE policies focus on three main components: curricula, green facilities, and training.

Schools can integrate environmental education into their curricula with sufficient funding from EE policies. This approach – known as using the “environment as an integrating context” for learning – uses the local environment as a framework for teaching state and district education standards. In addition to funding environmental curricula in the classroom, environmental education policies allot the financial resources for hands-on, outdoor learning. These activities and lessons help address and mitigate "nature deficit disorder", as well as encourage healthier lifestyles.

Green schools, or green facility promotion, are another main component of environmental education policies. Greening school facilities cost, on average, a little less than 2 percent more than creating a traditional school, but payback from these energy efficient buildings occur within only a few years. Environmental education policies help reduce the relatively small burden of the initial start-up costs for green schools. Green school policies also provide grants for modernization, renovation, or repair of older school facilities. Additionally, healthy food options are also a central aspect of green schools. These policies specifically focus on bringing freshly prepared food, made from high-quality, locally grown ingredients into schools.

In secondary school, environmental curriculum can be a focused subject within the sciences or is a part of student interest groups or clubs. At the undergraduate and graduate level, it can be considered its own field within education, environmental studies, environmental science and policy, ecology, or human/cultural ecology programs.

Environmental education is not restricted to in-class lesson plans. There are numerous ways children can learn about the environment in which they live. From experimential lessons in the school yard and field trips to national parks to after-school green clubs and school wide sustainability projects, the environment is a topic which is readily and easily accessible. Furthermore, celebration of Earth Day or participation in EE week (run through the National Environmental Education Foundation) is a great way to dedicate your lessons to environmental education. To be most effective, promote a holistic approach and lead by example, using sustainable practices in the classroom and school grounds and encouraging students and parents to bring environmental education into their home.

The final aspect of environmental education policies, but certainly not least important, is training individuals to thrive in a sustainable society. In addition to building a strong relationship with nature, American citizens must have the skills and knowledge to succeed in a 21st century workforce. Thus, environmental education policies fund both teacher training and worker training initiatives. Teachers must be trained to effectively teach and incorporate environmental studies in their curricula. On the other hand, the current workforce must be trained or re-trained so that they can adapt to the new green economy. Environmental education policies that fund training programs are critical in educating citizens to prosper in a sustainable society.

Related disciplines

Environmental education has crossover with the disciplines of outdoor education and experimential education. Both disciplines complement environmental education yet have unique philosophies.

• Outdoor education means learning "in" and "for" the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences." (Hammerman, 1980, p. 33) Environmental education is often taught or enhanced through outdoor experiences. The out of doors experience, while not strictly environmental in nature, often contain elements of teaching about the environment.
• Experiential education is a process through which a learner constructs knowledge, skill, and value from direct experiences" (AEE, 2002, p. 5) Experiential education can be viewed as both a process and method to deliver the ideas and skills associated with environmental education.

While each of these disciplines have their own objectives, there are points where both disciplines overlap with the intentions and philosophy of environmental education.

Trends

One of the current trends within environmental education seeks to move from an approach of ideology and activism to one that allows students to make informed decisions and take action based on experience as well as data. Within this process, environmental curricula have progressively been integrated into governmental education standards. Some environmental educators find this movement distressing and a move away from the original political and activist approach to environmental education while others find this approach more valid and accessible.

Movement

There is a movement that has progressed since the relatively recent founding (1960s) of the idea of environmental education in industrial societies, which has transported the participant from nature appreciation and awareness to education for an ecologically sustainable future. This trend may be viewed as a microcosm of how many environmental education programs seek to first engage with participants through developing a sense of nature appreciation which is then translated into actions that affect conservation and sustainability.

Programs range from New York to California, including Life Lab at University of California, Santa Cruz, as well as Cornell University in Ithaca.