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Environmental education in the Federal Republic of Germany
History of European Ideas, Vol. 21, No. 1, pp. 17-29, 1995
Pergamon
0191-6599 (94) E0092-S
Copyright © 1995 Elsevier Science Ltd Printed in Great Britain. All rights reserved 0191-6599/95 $9.50 + 0.00
ENVIRONMENTAL EDUCATION IN THE FEDERAL REPUBLIC OF GERMANY GONTER EULEFELD*
ABSTRACT Environmental Education (EE) is broadly discussed in the Federal Republic of Germany. The different conceptions may be classified as the cognitive, the emotive, the cognitive-experiential and the system-critical model. In the article, the role of institutions in the educational system, dealing with EE, is described. Current activities in empirical research work and some findings on EE in German schools are reported.
INTRODUCTION The conservation movement began in Germany during the nineteenth century in view of the increasing exploitation of nature which was taking place. The first association for environmental conservation was founded in 1899. Its aim was to encourage and promote an awareness of the environment and to protect natural areas against economic destruction. Today, there are more than 100 associations pooled under the umbrella organization of 'Deutscher Naturschutzring' (DNR), and the whole population is quite aware of the importance of conserving and protecting the environment. It has often been argued that only a rich country can afford a good environmental protection policy. Germans, who are regarded as quite wealthy, are also well aware of the importance of commerce and maintaining jobs. Although the economic and ecological perspective might appear as incompatible, they can exist simultaneously as long as no action is imposed. Then, however, the economic argument genreally prevails. Long lasting effects have to be considered to change these priorities. The aim of environmental education is to change the consciousness and readiness. Man's relationship with the environment, with which he is inextricably entwined, needs to be newly defined and re-evaluated.
I. CONCEPTIONS OF ENVIRONMENTAL E D U C A T I O N In Germany, several ecological concepts and possibilities have been discussed about how they can be translated into action in our system of education.
*Department of Biology Didactics, Institute for Science Education IPN, Olshausenstr 62, University of Kiel, 24098 Kiel, Germany. 17
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The cognitive model." Environmental education is regarded as a way to enlighten the population about the environmental problems The cognitive model is based on the supposition that a democratic society composed of informed citizens is a prerequisite for taking the necessary steps for conservation. Accordingly, publications and exhibitions, electronic media and learning strategies in schools, as well as universities are required to spread knowledge about the causes, developments and effects of different forms of environmental pollution, as well as about alternatives. Thus, the aim is to use official information about environmental problems to create an environmentally aware population (cf.L2). The emotive model." Environmental education is regarded as nature-related educational theory The emotive model, aimed at young people, wants to give them access and first hand experience of environment. Experience of the natural environment, using all the senses, is paramount in this model. In comparison the cognitive acquisition of ecological scientific knowledge is regarded as of minor importance .3 The cognitive-experiential model." Here environmental education is regarded as a problem- and action-based method of ecological learning The cognitive-experiential model presupposes the dominance of a value system which is economically orientated and to organizing learning processes which direct personal action increasingly to an ecologically based value system. Moreover, cognitive learning should be closely connected to personal experiences in the environment and society. Both contexts are regarded as complementary and necessary elements if the conservation of natural resources should be given priority over their economically motivated exploitation. The overall goals in this learning process are from the domain of ecology and politics. Important starting points for this type of education should be taken from the pupil's own environment, allowing him/her to experience the neighbourhood environment and the way people interact with it. In addition, the learner should review social requirements for maintaining or improving the relationship considering effects and moral dimension. 4.5.6 Ecopedagogy: The model criticizes the socio-economic system This model proceeds from the view that the ecological crisis can only be solved if the current technocratic and social structures are basically changed. More or less, it strives for a Utopian society, where people are living and learning in small, self-contained areas. In this context, "learning" is understood in terms of rather independent personal growth of the individuals. 7
II. INSTITUTIONS C O N C E R N E D W I T H ENVIRONMENTAL E D U C A T I O N Environmental education takes place in Germany in all sectors of formal and informal education system, s The most important institutions are, on the one History of European ldeas
Environmental Education in the Federal Republic of Germany
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hand, nursery schools, schools, universities, colleges, and research institutes, and on the other hand, adult education centres, the church, trade unions, environmental centres and associations, as well as the mass media. 1. Tasks are nowadays undertaken by the nursery schools which formerly belonged to family upbringing of children within the family. These include experiencing the environment, concept formation (i.e. naming plants and animals), caring for living creatures, appreciation of the environment and the avoidance of its pollution. 9 2. Schools have an even more essential function in environmental education. They have to prepare children and young people as future citizens and decisionmakers that will play a decisive role for the government's environmental strategy. With this in mind, the Federal Government and the L~inder of Germany put considerable emphasis on environmental education, especially since the 70s. Since then, environmental education became an important curriculum aspect in the relevant subjects. First decisions were already taken in 1953. Then, the scientific subjects, as well as geography, were required to deal with topics of nature conservation and the protection of the countryside. By 1973, conservation itself became an overall topic in the curriculum, and in 1980, the permanent Conference of the Ministers of education (KMK) of the Ltinder decided that 'the schools, too, must foster in young people an awareness of and a sense of responsibility for their environment and should favorably influence their out of school attitudes'J ° However, it was unclear to what extent schools put these recommendations into action. Therefore, a working group at the IPN carried out an empirical study in 1985, and questionnaires were sent to teachers in order to investigate the state of environmental education in the schools. The data show that environmental education took place across nine relevant subjects in approximately about 1/3 of the class time per subject which had two 45-minute class units a week. The division across the subjects and details of the contents can be seen in the following table. Over 80% of the above mentioned topics were covered in the context of the subject's usual lessons, i.e. many environmental topics were subject-oriented, for example, 78% of the topics in physics were concerned with energy. Projects transcending the usual area of the subjects were very rare--partly due to the fact that schools hardly had specific resources. For instance, 63.6% of the schools had no teaching units devoted to specific environmental issues, 60.2% no teacher's manuals, 58.5% neither test-kits nor instructions on how to carry out relevant experiments. Only 15% of the topics were directed to specific situations, courses of action, problem solving or system analysis. In 38.5% of the topics covered, these features were not clearly defined, and in 46.5% written material was used to discuss environmental problems (see Fig. 1). According to the figures, one can say that about 1/3 of the topics, earmarked by the teachers as environmental education, did not satisfy important didactic criteria. The number of topics in the curriculum, the limited time, and the structural organization of the school day have a negative effect on the realization of interdisciplinary lessons and out of school projects. T M At the moment, a follow-up study by the IPN, carried out in 1991, is evaluated. The first results show that in the 6 year interval between the two studies, topics
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Fig. I. Treatment of environmental topics 1985 (n = 379). are increasingly treated in a practical manner. Projects are undertaken and topics are less likely to be covered in single or double lesson units. Instead, they are discussed over longer periods. This testifies a more intensive treatment of the environmental topics. In addition, the treatment was now more and better in line with the didactical criteria of environmental education than in 1985 (cf. Fig. 2). (Since the 1991 questionnaire differed from that in 1985 in the items indicating situation orientation, the results cannot directly be compared.) Over the last years, the increasing initiative of the Federal Minister for Education and Science (BMBW) to support environmental education played a significant role. In 1986, for instance, the BMBW chaired a symposium on the 'Future Tasks of Environmental Education'. The symposium dealt with shortcomings in environmental education at the school level. This encouraged the Federal Government and the L/inder to fund a pilot scheme geared to the testing of innovative teaching methods. The trials had been run since 1987. The data are evaluated and documented by the German Society for Environmental Education (DGU) and the IPN. ~3 The results show that the environmental lessons and teaching of the schools participating in the pilot scheme are definitely more in line with the didactic criteria regarded as relevant for environmental education (see Fig. 3). Considerable interest was generated, after the unification (of the former socialist G D R with the Western FRG), on how environmental education differed in both regions. Therefore, a comparative study was initiated. The results of a special sample, which was drawn from teachers in the new L~inder (formerly the
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Fig. 3. Treatment of environmental topics 1991 (model schools, n = 145). GDR), show, for 1991, that the East German teaching differs from that in the West. The three sub-samples, reported here, however, show similar trends, particularly so for the action orientated approach in teaching (see Fig. 4). 3. In vocational schools, finally, environmental education has played a considerable role for quite a while, mainly dealing with specific environmentally damaging products and production processes. TM However, only for the last few years have environmentally important topics spread over the whole range of subjects. This development is increasingly supported by pilot studies subsidized by the Liinder. 15'16 Beyond the school level, important activities are due to
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Environmental Education in the Federal Republic of Germany
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Fig. 4. Treatment of environmental topics (New L~inder, n = 356). universities and research institutes, on the one hand, and non-formal adult education, on the other. 4. Universities, colleges and research institutes played a central role in the development of environmental concepts and teaching materials since the 60s. However, there are few bases for systematic third-level education in this area. The extensive range of courses which appears in the 700-page 'Guide to Conservation Study Courses', compiled by the Federal Environmental Protection Agency 17 is fundamentally subject-specific based: 'A continuing connection between research and teaching which can be stated for standard subjects at German universities, does not seem to have occurred with regard to environmental science'. ~8 Funds supporting environmental research did almost exclusively flow into the hands of scientific disciplines, while interdisciplinary research and teaching related to the environment did not get, up to now, an important share. On the whole, the establishment of interdisciplinary institutes for environmental science lags far behind the many initiatives in other European countries, such as, for example, Sweden, England and Holland. Although there are institutions in G e r m a n y - - such as the scientific centre for 'Man, Environment and Technology' at the University of Kassel or the 'Institute for Conservation' at the University of Dortmund--these institutions mainly carry out research projects of a scientific a n d / o r technological kind, and partly special projects for ministries. At the university level, environmental education is still not en vogue. Given the fact that new courses were established at several colleges and universities in the 80s, however, most of them are offered at post graduate level and some of them lead to professional certification. For instance, an initial course on environmental technology is established at the Free University of Berlin, and at the Bingen Technical College (Rheinland-Pfalz), a similar course on conservation is offered. Even in teacher training, environmental education is generally linked to Volume 21, No. 1, February 1995
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specialized subjects. Educational scientists, however, increasingly intend to offer an interdisciplinary training. In recent years, further education courses have been established, for instance at Oldenburg and Hamburg. At the University of Oldenburg, 1 2V2-year interdisciplinary in-service course is tested, and at the Hamburg University, a two-semester in-service course has been established. In addition, a four-semester interdisciplinary diploma-course on environmental consulting is tried out at Hamburg. 19.2° Beyond this, there are many environmental courses and projects organized by adult education institutions. 5. Adult education is primarily organized by adult education centres, churches and trade unions. Since the participants are not forced to attend the classes, the courses need to focus on current topics of interest. Accordingly, environmental classes concentrated on global topics in the 70s, while in the 80s, the main stress was on topics which showed how individuals could tackle specific environmental issues. Often, this led to a treatment of topics of rather personal concern, for instance dealing with one's own garden, household, energy saving and house construction materials. In recent years, ethical and general social questions did find growing attention. 21,22.23.24 6. Environmental centres are very diverse kinds of institutions, ranging from a private initiative founded by an unemployed biologist to a fully equipped, bigcity school biology-centre with 36 permanent employees. There are approximately 200 such centres. They interpret themselves as public advising centres on problems of nature-conservation, for environmental protection and for environmental education. About 3/4 of them are mainly occupied with ecological research, specializing on practical nature conservation, or care of protected areas. Others offer guided tours to visitors or cooperate in environmental experiences, develop biology lessons and engage in further education for teachers. About V4 of them give advice to schools, adult education centres and to the general public on the whole area of scientific, technological, commercial and political environmental questions. Last, but not least, a small number is especially concerned with the technology of environmental protection (recycling, waste management, alternative sources of energy). Most of these environmental centres--probably more than 90%--have funding problems, especially with regard to their teaching and technical personnel, although they are generally not able to satisfy the demand for their services. This means that the intensity of their work with visitors is quite limited. The opportunity for pupils to go to such a centre is once a year at the most. Generally, they only reach those adults who are already strongly motivated. Since most of the centres depend on public sources for their funding, politically sensitive topics are scarcely dealt with at all. However, they do play an important role in society, because they draw the public attention to structures and operations which otherwise would not have a lobby at all.25,26,27,2s 7. On a large scale, associations play a considerable role in the area of conservation and environmental education. Their main influence is due to the fact that they pick out central topics of concern, highlight their problems and support activities which would normally be suppressed since they are either inconsistent with the main economic interests of individuals and groups or with well established social habits and structures (e.g. the structure of the school system). Their possible effect somehow depends on a moral claim, a n d / o r
History of European Ideas
Environmental Education in the Federal Republic of Germany
25
exertion of influence over decades. They play a main role in changing the environmental consciousness of the public. The main German associations dealing with nature and environmental conservancy and public relations work are: BUND for German Environmental and Nature Conservancy, Naturschutzbund (NABU) Deutschland (German Conservation Association) (formerly the German Association for the Protection of Birds), and the WWF Germany. In the area of education, of particular importance are the following associations: Aktion Saubere Landschaft (Keep Germany Tidy Group), Arbeitsgemeinschaft fiir Natur- und Umwelterziehung (ANU) (Association for Education about Nature and the Environment), Deutsche Gesellschaft fiir Umwelterziehung (DGU) (German Society for Environmental Education), Deutsche Umweltaktion (DUA) (German Environmental Action), Gesellschaft fiJr berufliche Umweltbildung (GBU) (Society for Vocational Environmental Education), Schutzgemeinschaft Deutscher Wald (Association for the Protection of German Woodlands). 8. Finally, the media made a very large impact on public awareness with regard to environmental problems. As part of their current coverage of events, the mass media brought and bring a large number of environmental topics to public attention. This is as true for newspapers as well as for radio and television. As a result of this, the general sensitivity on environmental issues was raised, although this seems to have only limited effect on the level of ecological knowledge.29 In contrast to the current 'normal' coverage, probably special reports play a much greater role. Meanwhile, half-hour TV-programmes are regularly shown, relating general environmental problems to actual environmental courses by individuals, and often demonstrating alternative solutions. Generally, viewers can ask for written material which accompanies the programme? ° There are also special radio series (e.g. the educational radio programme 'Man and Environment') linked to accompanying study material and courses at adult education centres. 3~
III. RESEARCH In comparison with the Anglo-Saxon countries, empirical research on environmental education is just in its initial stages in Germany. However, since the early 80s studies, which were strongly concerned with environmental consciousness and the effects of environmental education in schools, several studies have been carried out at universities and by the IPN, but, research Volume 21, No. 1, February 1995
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concerned with the effect that environmental education at school has on environmental behavior, is still lacking. At least, the conditions that influence the environmental action of individuals have been studied in the field of environmental psychology for quite a while) 2 On the whole, the empirical studies show that the school has the greatest influence on the development of knowledge about environmental problems, but environmental education in schools only reaches about half the pupils. In addition, knowledge acquired in this way tends to remain at a rather abstract level and rarely encompass direct experience of the learner. Generally, the pupils do not know very much about local environmental problems, although they are interested in them. On the whole, environmental education is formally established in German schools, but it has not been successful in restructuring the school structure and teaching up to now--according to research. It is, for instance, rarely oriented to political a n d / o r economic questions; instead, the main focus continues to be concerned with 'Love of Nature' and nature conservation, the latter as a safeguard for future development, i.e. to cope with the hazards posed by current environmental threats. The results of this education are mirrored in the attitude of university students) 3 To improve empirical research at German colleges and universities, a workgroup concerned with the planning and discussion ' o f empirical studies on environmental education and environmental consciousness' was established at the IPN in 1989. Researchers from many G e r m a n universities, as well as from the neighboring countries' universities, meet once or twice a year to exchange information. The results of these research dialogues are published in the IPN publication series. Among the research topics are: 34.35,36,37 • investigation of children's and young people's fear of environmental destruction; • conceptual research in the environmental area; • surveying teachers' and public hypotheses about the state of the natural environment and on considerations of the socio--economic causes of environmental problems as well as on recommendation for action to overcome them; • studies on environmental education in vocational education; • environmental education in teacher education; • environmental education in school subjects; • environmental education for handicapped people; • the significance of pilot studies for the introduction of environmental education; • the effect of environmental education on the environmental consciousness of primary school pupils; • studies on the requirements for environmental action.
SUMMARY In Germany, environmental education is part of the educational activities in all educational institutions. Empirical studies show that, in the last ten years,
History of European Ideas
Environmental Education in the Federal Republic o f Germany
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some innovation took place in the schools. On the other hand, lack of environmental education at the university level is pointed out. Of great importance are environment centers, but most of them lack financial resources. Even larger has been the influence of environments associations for the society's understanding and awareness of environmental problems. The final overview on research activities illustrates that empirical research is being intensified and supported by initiatives of the Institute for Science Education (IPN) at the University of Kiel. Gtinter Eulefeld University of Kiel Acknowledgements I would like to thank Catherine Hill, at Kiel, for translating this paper. This study was partly financed by the Federal Minister of Education. The working group consists of D. Boischo, Hannover; G. Eulefeld, Kiel; H. Rode, Kiel; J. Rost; Kiel; and H. Seybold, Ludwigsburg.
NOTES 1. P.C. Dienel, K. Buchwald, W. Habrich, E. Wiese and H. Ziellessen, Umwelterziehung in Schule und Erwachsenenbildung (Herausgegeben vom Umweltbundesamt Berlin, 1980). 2. P.C. Dienel, Die Planungszelle. Der Biirger plant seine Umwelt. Fine Alternative zur Establishment-Demokratie (Opladen: Westdeutscher, 1991). 3. H. Goepfert, Naturbezogene Padagogik (Weinheim: Deutscher Studienverlag, 1988). 4. G. Eulefeld, Didaktische Leitlinien zur Umwelterziehung in der Bundesrepublik Deutschland, in: Eulefeld/Kapune (Hrsg.): Empfehlungen und Arbeitsdokumente zur Umwelterziehung--Miinchen 1978, (Kieh IPN, 1979). 5. D. Bolscho, G. Eulefeld and H. Seybold, Umwelterziehung, Neue Aufgabenfiir die Schule (Miinchen, 1980). 6. G. Eulefeld et al., (Jkologie und Umwelterziehung. Fin didaktisches Konzept. Stuttgart: Kohlhammer Verlag, 1981. 7. G. de Haan, Die Schwierigkeiten der Pfidagogik, in: Beer/de Haan (Hrsg.): Okop~idagogik. Aufstehen gegen den Untergang der Natur. Weinheim, Basel (Beltz, 1984, S. 77-91). 8. J. Calliel3 and R. Lob (Hrsg.), Praxis der Umwelt- und Friedenserziehung. 3 Bande. Diisseldorf(Schwann, 1987, 1988). 9. B. Strecker, Umwelterziehungim KindergartenundinderVorschule, in:Callier/Lob (Hrsg.): Praxis der Umwelt- und Friedenserziehung, Band 2: Umwelterziehung. D~isseldorf (Schwann, 1987, S. 67-78). 10. KMK (Steady Conference of the Ministers of Education and Cultural Affairs): Environment and School (Bonn, 1980). 11. G. Eulefeld, D. Bolscho, J. Rost and H. Seybold, Praxis der Umwelterziehung in der Bundesrepublik Deutschland. Eine empirische Studie (Kieh IPN, 1988). 12. D. Bolscho, G. Eulefeld, H. Rost and H. Seybold, Environmental Education in Practice in the Federal Republic of Germany: an Empirical Study, in: International Journal of Science Education 1990, Vol. 12, No. 2, 133-146. 13. DGU/IPN (Hrsg.): Modelle zur Umwelterziehung in der Bundesrepublik Deutschland. Volume 21, No. 1, February 1995
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Berichte iiber Tagungen des BMBW mit Kultusministern der Li~nder. Seit 1989. (Models of Environmental Education in the Federal Republic of Germany. Reports on Conferences of the Federal and Laender Ministers of Education and Science). 14. E. Uhe, Umweltschutz als Beruf. Ver- und Entsorger/Ver- und Entsorgerin--der erste Ausbildungsberuf im technischen Umweltschutz (Miinchen: Hirthammer Verlag, 1992). 15. BMBW (The Federal Minister of Education and Science),EnvironmentalEducation-a Future-Oriented Task. Current situation and prospects in the Federal Republic of Germany, Reihe Bildung-Wissenschaft-International 2/92 (Bonn, 1992). 16. K. Fingerle, Bilanzierung zur Umweltziehung, in: Beck/Kell (Hrsg.): Bilanz der Bildungsforschung: Stand und Perspektiven (Weinheim: Deutscher Studienverlag, 1991). 17. Umweltbundesamt: Studienfiihrer Umweitschutz (Berlin, 4. Aufl., 1988). 18. BMBW (Hrsg.), Umweltbezogene Bildungsangebote an Hochschulen ausgewiihlter IMnder. (Durchfiihrung der Studie: E.U. v. Weizsiicker), Schriftenreihe Studien zu Bildung und Wissenschaft Nr. 80. Bonn, 1989. 19. M. Hoebel-M/ivers and H. G/irtner (Hrsg.), Umwelterziehung. OkologischesHandeln On Ballungsraum (Hamburg: Verlag Dr. R. Kr/imer, 6 B/inde seit 1991). 20. K. Schleicher (Hrsg.), Lenorte in der Umwelterziehung. Beitr~ige zur Schul- und Erwachsenenbildung (Hamburg: Verlag Dr. R. Kr~imer, 1992). 21. F. Dick and H. Seybold, Umwelterziehung in der Erwachsenenbildung, in: Erwachsenenbildung 4/1979, S. pp. 205-213. 22. J. Heinen-Tenrich and H.H. Meyer, Okologie und Erwachsenenbildung, in: ()kologie in der Erwachsenenbildung. Arbeitshilfen fiir den politischen Unterricht (Bonn-Berlin, 1986). 23. T. Broch, Schutz der Lebenselemente. Ein elementarer Bildungsauftrag, in: PAEMitteilungen Nr. 35/36 (Stuttgart, 1988). 24. E.V. Jugendhaus Diisseldorf (Hrsg.), Oko-logo!--Sch6pfung bewahren in der Pfarrgemeinde (Schriftenreihe, Nr. 43, Diisseldorf, 1991). 25. G. Eulefeld and G. Winkel (Hrsg.), Umweltzentren. Stiitten der Unwelterziehung (Kiel: IPN, 1986). 26. S. Engels-Wilhelm; (Hrsg.), Umweltbildung in Deutschland. Adressen, Aufgaben und Augebote yon lnstitutionen und Verbginden (Bonn: Economica Verlag, 1993). 27. H.M. Kochanek and St. Pleines (Hrsg.), Umweltzentren in Deutschland. Schriftenreihe der ANU, Bd. 3. M/ilheim an der Ruhr (Verlag an der Ruhr, 1991). 28. F. Heidorn (Hrsg.), Reichweite des Bildungsangebotes der Umweltzentren. Schriftenreihe der ANU, Bd. 2. (Bremen, 1991). 29. R. Langeheine and J. Lehmann,DieBedeutungderErziehungfiirdas Umweltbewuflstein (Kiel: IPN, 1986). 30. Globus/BUND (Hrsg.), Begleitmappen zur Fernsehreihe 'Globus'. Bayerischer Rundfunk. Mtinchen, seit 1982. 31. H. Seybold, Umwelterziehung in Erwachsenenbildung und Offentlichkeitsarbeit, in: Dahlhoff et al, Funkkolleg 'Mensch und Umwelt', 1983, Bd. 3, 97-100. 32. L. Kruse, C.F. Graumann and E.-D. Lantermann, ()kologische Psychologie (Mtinchen: Psychologische Verlags Union, 1990). 33. K. Schleicher (Hrsg.), Unweltvorstellungen und -einstellungen von Studenten--Vor dem Hintergrund 6ffentlicher Einstellungs~inderungen und eines Wandels der Umwelterziehung, in: Zeitschrift fiir internationale erziehungs- und sozialwissenschaftliche Forschung. (Frankfurt/M.: Deutsches Institut ftir Internationale P~idagogische Forschung, 1991). 34. D. Bolscho, Unwelterziehung in der Schule. Ergebnisse aus der empirischen Forschung (Kiel: IPN, 1987). History of European Ideas
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35. G. Eulefeld, D. Bolscho and H. Seybold (Hrsg.): Umweltbewuflstein und Umwelterziehung. Ans~itze und Ergebnisse empirischer Forschung (Kiel: IPN, 1991). 36. G. Hellberg-Rode (Hrsg.), Umwelterziehung. TheorieundPraxis. Miinster, New York (Waxmann Verlag, 1991). 37. G. Eulefeld (Hrsg.), Empirische Studien im Bereich Umwelterziehung--Voraussetzungen, Zwischenberichte, Ergebnisse--Materialien der Arbeitsgruppe Empirische Forschung zur Umwelterziehung' (Kiel: IPN, 1992).
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0191-6599 (94) E0092-S
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ENVIRONMENTAL EDUCATION IN THE FEDERAL REPUBLIC OF GERMANY GONTER EULEFELD*
ABSTRACT Environmental Education (EE) is broadly discussed in the Federal Republic of Germany. The different conceptions may be classified as the cognitive, the emotive, the cognitive-experiential and the system-critical model. In the article, the role of institutions in the educational system, dealing with EE, is described. Current activities in empirical research work and some findings on EE in German schools are reported.
INTRODUCTION The conservation movement began in Germany during the nineteenth century in view of the increasing exploitation of nature which was taking place. The first association for environmental conservation was founded in 1899. Its aim was to encourage and promote an awareness of the environment and to protect natural areas against economic destruction. Today, there are more than 100 associations pooled under the umbrella organization of 'Deutscher Naturschutzring' (DNR), and the whole population is quite aware of the importance of conserving and protecting the environment. It has often been argued that only a rich country can afford a good environmental protection policy. Germans, who are regarded as quite wealthy, are also well aware of the importance of commerce and maintaining jobs. Although the economic and ecological perspective might appear as incompatible, they can exist simultaneously as long as no action is imposed. Then, however, the economic argument genreally prevails. Long lasting effects have to be considered to change these priorities. The aim of environmental education is to change the consciousness and readiness. Man's relationship with the environment, with which he is inextricably entwined, needs to be newly defined and re-evaluated.
I. CONCEPTIONS OF ENVIRONMENTAL E D U C A T I O N In Germany, several ecological concepts and possibilities have been discussed about how they can be translated into action in our system of education.
*Department of Biology Didactics, Institute for Science Education IPN, Olshausenstr 62, University of Kiel, 24098 Kiel, Germany. 17
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The cognitive model." Environmental education is regarded as a way to enlighten the population about the environmental problems The cognitive model is based on the supposition that a democratic society composed of informed citizens is a prerequisite for taking the necessary steps for conservation. Accordingly, publications and exhibitions, electronic media and learning strategies in schools, as well as universities are required to spread knowledge about the causes, developments and effects of different forms of environmental pollution, as well as about alternatives. Thus, the aim is to use official information about environmental problems to create an environmentally aware population (cf.L2). The emotive model." Environmental education is regarded as nature-related educational theory The emotive model, aimed at young people, wants to give them access and first hand experience of environment. Experience of the natural environment, using all the senses, is paramount in this model. In comparison the cognitive acquisition of ecological scientific knowledge is regarded as of minor importance .3 The cognitive-experiential model." Here environmental education is regarded as a problem- and action-based method of ecological learning The cognitive-experiential model presupposes the dominance of a value system which is economically orientated and to organizing learning processes which direct personal action increasingly to an ecologically based value system. Moreover, cognitive learning should be closely connected to personal experiences in the environment and society. Both contexts are regarded as complementary and necessary elements if the conservation of natural resources should be given priority over their economically motivated exploitation. The overall goals in this learning process are from the domain of ecology and politics. Important starting points for this type of education should be taken from the pupil's own environment, allowing him/her to experience the neighbourhood environment and the way people interact with it. In addition, the learner should review social requirements for maintaining or improving the relationship considering effects and moral dimension. 4.5.6 Ecopedagogy: The model criticizes the socio-economic system This model proceeds from the view that the ecological crisis can only be solved if the current technocratic and social structures are basically changed. More or less, it strives for a Utopian society, where people are living and learning in small, self-contained areas. In this context, "learning" is understood in terms of rather independent personal growth of the individuals. 7
II. INSTITUTIONS C O N C E R N E D W I T H ENVIRONMENTAL E D U C A T I O N Environmental education takes place in Germany in all sectors of formal and informal education system, s The most important institutions are, on the one History of European ldeas
Environmental Education in the Federal Republic of Germany
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hand, nursery schools, schools, universities, colleges, and research institutes, and on the other hand, adult education centres, the church, trade unions, environmental centres and associations, as well as the mass media. 1. Tasks are nowadays undertaken by the nursery schools which formerly belonged to family upbringing of children within the family. These include experiencing the environment, concept formation (i.e. naming plants and animals), caring for living creatures, appreciation of the environment and the avoidance of its pollution. 9 2. Schools have an even more essential function in environmental education. They have to prepare children and young people as future citizens and decisionmakers that will play a decisive role for the government's environmental strategy. With this in mind, the Federal Government and the L~inder of Germany put considerable emphasis on environmental education, especially since the 70s. Since then, environmental education became an important curriculum aspect in the relevant subjects. First decisions were already taken in 1953. Then, the scientific subjects, as well as geography, were required to deal with topics of nature conservation and the protection of the countryside. By 1973, conservation itself became an overall topic in the curriculum, and in 1980, the permanent Conference of the Ministers of education (KMK) of the Ltinder decided that 'the schools, too, must foster in young people an awareness of and a sense of responsibility for their environment and should favorably influence their out of school attitudes'J ° However, it was unclear to what extent schools put these recommendations into action. Therefore, a working group at the IPN carried out an empirical study in 1985, and questionnaires were sent to teachers in order to investigate the state of environmental education in the schools. The data show that environmental education took place across nine relevant subjects in approximately about 1/3 of the class time per subject which had two 45-minute class units a week. The division across the subjects and details of the contents can be seen in the following table. Over 80% of the above mentioned topics were covered in the context of the subject's usual lessons, i.e. many environmental topics were subject-oriented, for example, 78% of the topics in physics were concerned with energy. Projects transcending the usual area of the subjects were very rare--partly due to the fact that schools hardly had specific resources. For instance, 63.6% of the schools had no teaching units devoted to specific environmental issues, 60.2% no teacher's manuals, 58.5% neither test-kits nor instructions on how to carry out relevant experiments. Only 15% of the topics were directed to specific situations, courses of action, problem solving or system analysis. In 38.5% of the topics covered, these features were not clearly defined, and in 46.5% written material was used to discuss environmental problems (see Fig. 1). According to the figures, one can say that about 1/3 of the topics, earmarked by the teachers as environmental education, did not satisfy important didactic criteria. The number of topics in the curriculum, the limited time, and the structural organization of the school day have a negative effect on the realization of interdisciplinary lessons and out of school projects. T M At the moment, a follow-up study by the IPN, carried out in 1991, is evaluated. The first results show that in the 6 year interval between the two studies, topics
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History of European Ideas
Environmental Education in the Federal Republic of Germany
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Fig. 4. Treatment of environmental topics (New L~inder, n = 356). universities and research institutes, on the one hand, and non-formal adult education, on the other. 4. Universities, colleges and research institutes played a central role in the development of environmental concepts and teaching materials since the 60s. However, there are few bases for systematic third-level education in this area. The extensive range of courses which appears in the 700-page 'Guide to Conservation Study Courses', compiled by the Federal Environmental Protection Agency 17 is fundamentally subject-specific based: 'A continuing connection between research and teaching which can be stated for standard subjects at German universities, does not seem to have occurred with regard to environmental science'. ~8 Funds supporting environmental research did almost exclusively flow into the hands of scientific disciplines, while interdisciplinary research and teaching related to the environment did not get, up to now, an important share. On the whole, the establishment of interdisciplinary institutes for environmental science lags far behind the many initiatives in other European countries, such as, for example, Sweden, England and Holland. Although there are institutions in G e r m a n y - - such as the scientific centre for 'Man, Environment and Technology' at the University of Kassel or the 'Institute for Conservation' at the University of Dortmund--these institutions mainly carry out research projects of a scientific a n d / o r technological kind, and partly special projects for ministries. At the university level, environmental education is still not en vogue. Given the fact that new courses were established at several colleges and universities in the 80s, however, most of them are offered at post graduate level and some of them lead to professional certification. For instance, an initial course on environmental technology is established at the Free University of Berlin, and at the Bingen Technical College (Rheinland-Pfalz), a similar course on conservation is offered. Even in teacher training, environmental education is generally linked to Volume 21, No. 1, February 1995
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specialized subjects. Educational scientists, however, increasingly intend to offer an interdisciplinary training. In recent years, further education courses have been established, for instance at Oldenburg and Hamburg. At the University of Oldenburg, 1 2V2-year interdisciplinary in-service course is tested, and at the Hamburg University, a two-semester in-service course has been established. In addition, a four-semester interdisciplinary diploma-course on environmental consulting is tried out at Hamburg. 19.2° Beyond this, there are many environmental courses and projects organized by adult education institutions. 5. Adult education is primarily organized by adult education centres, churches and trade unions. Since the participants are not forced to attend the classes, the courses need to focus on current topics of interest. Accordingly, environmental classes concentrated on global topics in the 70s, while in the 80s, the main stress was on topics which showed how individuals could tackle specific environmental issues. Often, this led to a treatment of topics of rather personal concern, for instance dealing with one's own garden, household, energy saving and house construction materials. In recent years, ethical and general social questions did find growing attention. 21,22.23.24 6. Environmental centres are very diverse kinds of institutions, ranging from a private initiative founded by an unemployed biologist to a fully equipped, bigcity school biology-centre with 36 permanent employees. There are approximately 200 such centres. They interpret themselves as public advising centres on problems of nature-conservation, for environmental protection and for environmental education. About 3/4 of them are mainly occupied with ecological research, specializing on practical nature conservation, or care of protected areas. Others offer guided tours to visitors or cooperate in environmental experiences, develop biology lessons and engage in further education for teachers. About V4 of them give advice to schools, adult education centres and to the general public on the whole area of scientific, technological, commercial and political environmental questions. Last, but not least, a small number is especially concerned with the technology of environmental protection (recycling, waste management, alternative sources of energy). Most of these environmental centres--probably more than 90%--have funding problems, especially with regard to their teaching and technical personnel, although they are generally not able to satisfy the demand for their services. This means that the intensity of their work with visitors is quite limited. The opportunity for pupils to go to such a centre is once a year at the most. Generally, they only reach those adults who are already strongly motivated. Since most of the centres depend on public sources for their funding, politically sensitive topics are scarcely dealt with at all. However, they do play an important role in society, because they draw the public attention to structures and operations which otherwise would not have a lobby at all.25,26,27,2s 7. On a large scale, associations play a considerable role in the area of conservation and environmental education. Their main influence is due to the fact that they pick out central topics of concern, highlight their problems and support activities which would normally be suppressed since they are either inconsistent with the main economic interests of individuals and groups or with well established social habits and structures (e.g. the structure of the school system). Their possible effect somehow depends on a moral claim, a n d / o r
History of European Ideas
Environmental Education in the Federal Republic of Germany
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exertion of influence over decades. They play a main role in changing the environmental consciousness of the public. The main German associations dealing with nature and environmental conservancy and public relations work are: BUND for German Environmental and Nature Conservancy, Naturschutzbund (NABU) Deutschland (German Conservation Association) (formerly the German Association for the Protection of Birds), and the WWF Germany. In the area of education, of particular importance are the following associations: Aktion Saubere Landschaft (Keep Germany Tidy Group), Arbeitsgemeinschaft fiir Natur- und Umwelterziehung (ANU) (Association for Education about Nature and the Environment), Deutsche Gesellschaft fiir Umwelterziehung (DGU) (German Society for Environmental Education), Deutsche Umweltaktion (DUA) (German Environmental Action), Gesellschaft fiJr berufliche Umweltbildung (GBU) (Society for Vocational Environmental Education), Schutzgemeinschaft Deutscher Wald (Association for the Protection of German Woodlands). 8. Finally, the media made a very large impact on public awareness with regard to environmental problems. As part of their current coverage of events, the mass media brought and bring a large number of environmental topics to public attention. This is as true for newspapers as well as for radio and television. As a result of this, the general sensitivity on environmental issues was raised, although this seems to have only limited effect on the level of ecological knowledge.29 In contrast to the current 'normal' coverage, probably special reports play a much greater role. Meanwhile, half-hour TV-programmes are regularly shown, relating general environmental problems to actual environmental courses by individuals, and often demonstrating alternative solutions. Generally, viewers can ask for written material which accompanies the programme? ° There are also special radio series (e.g. the educational radio programme 'Man and Environment') linked to accompanying study material and courses at adult education centres. 3~
III. RESEARCH In comparison with the Anglo-Saxon countries, empirical research on environmental education is just in its initial stages in Germany. However, since the early 80s studies, which were strongly concerned with environmental consciousness and the effects of environmental education in schools, several studies have been carried out at universities and by the IPN, but, research Volume 21, No. 1, February 1995
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concerned with the effect that environmental education at school has on environmental behavior, is still lacking. At least, the conditions that influence the environmental action of individuals have been studied in the field of environmental psychology for quite a while) 2 On the whole, the empirical studies show that the school has the greatest influence on the development of knowledge about environmental problems, but environmental education in schools only reaches about half the pupils. In addition, knowledge acquired in this way tends to remain at a rather abstract level and rarely encompass direct experience of the learner. Generally, the pupils do not know very much about local environmental problems, although they are interested in them. On the whole, environmental education is formally established in German schools, but it has not been successful in restructuring the school structure and teaching up to now--according to research. It is, for instance, rarely oriented to political a n d / o r economic questions; instead, the main focus continues to be concerned with 'Love of Nature' and nature conservation, the latter as a safeguard for future development, i.e. to cope with the hazards posed by current environmental threats. The results of this education are mirrored in the attitude of university students) 3 To improve empirical research at German colleges and universities, a workgroup concerned with the planning and discussion ' o f empirical studies on environmental education and environmental consciousness' was established at the IPN in 1989. Researchers from many G e r m a n universities, as well as from the neighboring countries' universities, meet once or twice a year to exchange information. The results of these research dialogues are published in the IPN publication series. Among the research topics are: 34.35,36,37 • investigation of children's and young people's fear of environmental destruction; • conceptual research in the environmental area; • surveying teachers' and public hypotheses about the state of the natural environment and on considerations of the socio--economic causes of environmental problems as well as on recommendation for action to overcome them; • studies on environmental education in vocational education; • environmental education in teacher education; • environmental education in school subjects; • environmental education for handicapped people; • the significance of pilot studies for the introduction of environmental education; • the effect of environmental education on the environmental consciousness of primary school pupils; • studies on the requirements for environmental action.
SUMMARY In Germany, environmental education is part of the educational activities in all educational institutions. Empirical studies show that, in the last ten years,
History of European Ideas
Environmental Education in the Federal Republic o f Germany
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some innovation took place in the schools. On the other hand, lack of environmental education at the university level is pointed out. Of great importance are environment centers, but most of them lack financial resources. Even larger has been the influence of environments associations for the society's understanding and awareness of environmental problems. The final overview on research activities illustrates that empirical research is being intensified and supported by initiatives of the Institute for Science Education (IPN) at the University of Kiel. Gtinter Eulefeld University of Kiel Acknowledgements I would like to thank Catherine Hill, at Kiel, for translating this paper. This study was partly financed by the Federal Minister of Education. The working group consists of D. Boischo, Hannover; G. Eulefeld, Kiel; H. Rode, Kiel; J. Rost; Kiel; and H. Seybold, Ludwigsburg.
NOTES 1. P.C. Dienel, K. Buchwald, W. Habrich, E. Wiese and H. Ziellessen, Umwelterziehung in Schule und Erwachsenenbildung (Herausgegeben vom Umweltbundesamt Berlin, 1980). 2. P.C. Dienel, Die Planungszelle. Der Biirger plant seine Umwelt. Fine Alternative zur Establishment-Demokratie (Opladen: Westdeutscher, 1991). 3. H. Goepfert, Naturbezogene Padagogik (Weinheim: Deutscher Studienverlag, 1988). 4. G. Eulefeld, Didaktische Leitlinien zur Umwelterziehung in der Bundesrepublik Deutschland, in: Eulefeld/Kapune (Hrsg.): Empfehlungen und Arbeitsdokumente zur Umwelterziehung--Miinchen 1978, (Kieh IPN, 1979). 5. D. Bolscho, G. Eulefeld and H. Seybold, Umwelterziehung, Neue Aufgabenfiir die Schule (Miinchen, 1980). 6. G. Eulefeld et al., (Jkologie und Umwelterziehung. Fin didaktisches Konzept. Stuttgart: Kohlhammer Verlag, 1981. 7. G. de Haan, Die Schwierigkeiten der Pfidagogik, in: Beer/de Haan (Hrsg.): Okop~idagogik. Aufstehen gegen den Untergang der Natur. Weinheim, Basel (Beltz, 1984, S. 77-91). 8. J. Calliel3 and R. Lob (Hrsg.), Praxis der Umwelt- und Friedenserziehung. 3 Bande. Diisseldorf(Schwann, 1987, 1988). 9. B. Strecker, Umwelterziehungim KindergartenundinderVorschule, in:Callier/Lob (Hrsg.): Praxis der Umwelt- und Friedenserziehung, Band 2: Umwelterziehung. D~isseldorf (Schwann, 1987, S. 67-78). 10. KMK (Steady Conference of the Ministers of Education and Cultural Affairs): Environment and School (Bonn, 1980). 11. G. Eulefeld, D. Bolscho, J. Rost and H. Seybold, Praxis der Umwelterziehung in der Bundesrepublik Deutschland. Eine empirische Studie (Kieh IPN, 1988). 12. D. Bolscho, G. Eulefeld, H. Rost and H. Seybold, Environmental Education in Practice in the Federal Republic of Germany: an Empirical Study, in: International Journal of Science Education 1990, Vol. 12, No. 2, 133-146. 13. DGU/IPN (Hrsg.): Modelle zur Umwelterziehung in der Bundesrepublik Deutschland. Volume 21, No. 1, February 1995
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Berichte iiber Tagungen des BMBW mit Kultusministern der Li~nder. Seit 1989. (Models of Environmental Education in the Federal Republic of Germany. Reports on Conferences of the Federal and Laender Ministers of Education and Science). 14. E. Uhe, Umweltschutz als Beruf. Ver- und Entsorger/Ver- und Entsorgerin--der erste Ausbildungsberuf im technischen Umweltschutz (Miinchen: Hirthammer Verlag, 1992). 15. BMBW (The Federal Minister of Education and Science),EnvironmentalEducation-a Future-Oriented Task. Current situation and prospects in the Federal Republic of Germany, Reihe Bildung-Wissenschaft-International 2/92 (Bonn, 1992). 16. K. Fingerle, Bilanzierung zur Umweltziehung, in: Beck/Kell (Hrsg.): Bilanz der Bildungsforschung: Stand und Perspektiven (Weinheim: Deutscher Studienverlag, 1991). 17. Umweltbundesamt: Studienfiihrer Umweitschutz (Berlin, 4. Aufl., 1988). 18. BMBW (Hrsg.), Umweltbezogene Bildungsangebote an Hochschulen ausgewiihlter IMnder. (Durchfiihrung der Studie: E.U. v. Weizsiicker), Schriftenreihe Studien zu Bildung und Wissenschaft Nr. 80. Bonn, 1989. 19. M. Hoebel-M/ivers and H. G/irtner (Hrsg.), Umwelterziehung. OkologischesHandeln On Ballungsraum (Hamburg: Verlag Dr. R. Kr/imer, 6 B/inde seit 1991). 20. K. Schleicher (Hrsg.), Lenorte in der Umwelterziehung. Beitr~ige zur Schul- und Erwachsenenbildung (Hamburg: Verlag Dr. R. Kr~imer, 1992). 21. F. Dick and H. Seybold, Umwelterziehung in der Erwachsenenbildung, in: Erwachsenenbildung 4/1979, S. pp. 205-213. 22. J. Heinen-Tenrich and H.H. Meyer, Okologie und Erwachsenenbildung, in: ()kologie in der Erwachsenenbildung. Arbeitshilfen fiir den politischen Unterricht (Bonn-Berlin, 1986). 23. T. Broch, Schutz der Lebenselemente. Ein elementarer Bildungsauftrag, in: PAEMitteilungen Nr. 35/36 (Stuttgart, 1988). 24. E.V. Jugendhaus Diisseldorf (Hrsg.), Oko-logo!--Sch6pfung bewahren in der Pfarrgemeinde (Schriftenreihe, Nr. 43, Diisseldorf, 1991). 25. G. Eulefeld and G. Winkel (Hrsg.), Umweltzentren. Stiitten der Unwelterziehung (Kiel: IPN, 1986). 26. S. Engels-Wilhelm; (Hrsg.), Umweltbildung in Deutschland. Adressen, Aufgaben und Augebote yon lnstitutionen und Verbginden (Bonn: Economica Verlag, 1993). 27. H.M. Kochanek and St. Pleines (Hrsg.), Umweltzentren in Deutschland. Schriftenreihe der ANU, Bd. 3. M/ilheim an der Ruhr (Verlag an der Ruhr, 1991). 28. F. Heidorn (Hrsg.), Reichweite des Bildungsangebotes der Umweltzentren. Schriftenreihe der ANU, Bd. 2. (Bremen, 1991). 29. R. Langeheine and J. Lehmann,DieBedeutungderErziehungfiirdas Umweltbewuflstein (Kiel: IPN, 1986). 30. Globus/BUND (Hrsg.), Begleitmappen zur Fernsehreihe 'Globus'. Bayerischer Rundfunk. Mtinchen, seit 1982. 31. H. Seybold, Umwelterziehung in Erwachsenenbildung und Offentlichkeitsarbeit, in: Dahlhoff et al, Funkkolleg 'Mensch und Umwelt', 1983, Bd. 3, 97-100. 32. L. Kruse, C.F. Graumann and E.-D. Lantermann, ()kologische Psychologie (Mtinchen: Psychologische Verlags Union, 1990). 33. K. Schleicher (Hrsg.), Unweltvorstellungen und -einstellungen von Studenten--Vor dem Hintergrund 6ffentlicher Einstellungs~inderungen und eines Wandels der Umwelterziehung, in: Zeitschrift fiir internationale erziehungs- und sozialwissenschaftliche Forschung. (Frankfurt/M.: Deutsches Institut ftir Internationale P~idagogische Forschung, 1991). 34. D. Bolscho, Unwelterziehung in der Schule. Ergebnisse aus der empirischen Forschung (Kiel: IPN, 1987). History of European Ideas
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35. G. Eulefeld, D. Bolscho and H. Seybold (Hrsg.): Umweltbewuflstein und Umwelterziehung. Ans~itze und Ergebnisse empirischer Forschung (Kiel: IPN, 1991). 36. G. Hellberg-Rode (Hrsg.), Umwelterziehung. TheorieundPraxis. Miinster, New York (Waxmann Verlag, 1991). 37. G. Eulefeld (Hrsg.), Empirische Studien im Bereich Umwelterziehung--Voraussetzungen, Zwischenberichte, Ergebnisse--Materialien der Arbeitsgruppe Empirische Forschung zur Umwelterziehung' (Kiel: IPN, 1992).
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