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Context and Concerns

The Context

Indian wisdom has always perceived human beings as an integral and central constituent of nature. Man's desire for a long, healthy, enlightened and joyful life has made him invoke the forces and elements of nature, usually in a deified form, to bless him and his progeny. Logically, therefore, loving, understanding, fearing and befriending nature, not conquering, exploiting or defiling it, was a general way of living in ancient India. The following wish occurring in the Rigveda unambiguously proves this man-nature relationship.

For us who are governed by the Great Cosmic Order,

May the breeze blow sweet and pleasant,

May the rivers flow sweet and pleasant,

May the plants be sweet and pleasant ,

May the night and dawn be sweet and pleasant,

May the dust of earth be sweet and pleasant,

May the upper regions, our Father, be sweet and pleasant,

May the tree be sweet and pleasant,

May the sun be sweet and pleasant,

And may our cattle wealth and speech be sweet and pleasant.
— Rigveda 1.90. 6-8

The scripture vividly describes the five elements that constitute this universe and provide the life support for man and animal and the base for all form of vegetation and all forms of human activity. The rich and diverse religious and cultural traditions of

India, including its tribal religions, include profusely rich conglomeration of beliefs about nature and rules for the sustainable utilisation of material resources. Man is exhorted to conserve these elements for his welfare and prosperity by scrupulously performing his duties prescribed in this regard in the various texts of the Vedic period. Thereafter, the epics offer astonishing wealth of flora and fauna and the ashrams of sages. These represent a very healthy ecological management and a remarkable relationship between man, the animal world and nature. Health, happiness and harmony for all are ensured through a perfect balance between material satisfaction and spiritual advancement resulting in an ideal quality of life.

The great philosophers, thinkers and saints of the subsequent periods emphasised the need for conserving natural resources and their judicious use for his material as well as intellectual and spiritual advancement. Side by side, the indigenous people all over the country practised numerous rites and observed certain taboos in their ecological surroundings. Budhism and Jainism advocated a high degree of human satisfaction through austerity and extremely low rate of consumption of resources. They both underlined the value of maintaining harmony between man and nature and man and man. They also prescribed the principle of minimum destruction of living and non-living resources for satisfying man's needs.

Even in later religious and cultural literature belonging to Zoroastrianism, Christanity, Islam and Sikhism an unambiguous message is given that man, the best creation of God, is only a part of Nature. He is enjoined to make wise and responsible use of it, treat it as a God-given gift and feel God's presence in all its manifestations. All this, basically, made man realise the oneness of life in the entire world and the process of evolution much before Darwin could think of it. The Holy Quran includes references to elements, forces and laws of nature, their functions and utility and cautions man against their indiscriminate destruction. Man must not misuse, exhaust or upset the forces and elements of nature.

Gradually, man started thinking of himself as a separate, superior entity with endless hunger for power, prosperity and prestige. Forgetting his harmonious relationship with nature, he

used his intellect to overpower and conquer it. The industrial revolution and development of modern science, basically amoral in itself, put all the traditional rituals and religious beliefs behind. The over-jubilant scientific beliefs did not provide any potent bases for sustaining the present forms of economic development and natural resource utilisation. The sole purpose of development was reduced to the development of things and not that of man. Technology and ecology almost parted ways. The development policies and practices globally become exploitative of nature, particularly so among the affluent western nations. This has practically threatened the very existence of humanity on earth. The crisis caused by man's criminal neglect of nature has several obvious manifestation today. Almost 50 per cent of the land is eroded, degraded and robbed of its fertility. The extent of damage done to the worlds biological diversity and eco-system can not be assessed. Our renewable and non-renewable resources have been alarmingly depleted. Because of man's reckless industrial activity and increasing population pressures, our atmosphere, water, land and food are polluted and contaminated. These and the general degradation of human habitat are already resulting in endless miseries and calamities.

International Initiatives

Now it is being increasingly realised all over the world that living a harmonious and healthy life on this planet earth is man's greatest need. He has nowhere else to go to. Understandably therefore, humanity needs a new relationship with nature, a healthier bond between the `Self' and the `Surroundings', a new set of cultural values and a `paradigmatic shift' in the global vision of earth-man relationship. The two `Earth Summits' _ the first one held in Stockholm, Sweden in June 1972 and the second one held in Rio de Janeiro, Brazil in 1992 _ discussed manmade global warning and the depletion of bio-diversity. Declarations of far reaching consequences were made at these Summits. In the international context, the Report of the Club of Rome in early seventies of the last century strongly advocated the environment factor. But the remedy prescribed, i.e.,' No-Growth' was a bitter pill. It was followed by the Report of the Independent Commission on International Development issues under the chairmanship of Willy Brandt, `North-South : A Programme for Survival' (1980). The Brundtland Commission Report (1987) really looked closely and critically at the environmental issues. This Report also provided an explanatory link between Third World poverty and global environmental deterioration. It also generated intellectual awareness of a new type of growth, i.e., `Sustainable Development'. The World Summit on Sustainable Development (WSSD) held in Johannesburg in 2002 had the same theme.

Indian Scenario

In India too, environmental issues attracted popular attention and it was felt that education had to respond appropriately to this crying need of the time. The National Policy on Education _ 1986 (renewed in 1992) stated: "There is a paramount need to create a consciousness of the environment. It must permeate all ages and all sections of society, beginning with the child. Environmental consciousness should inform teaching in schools and colleges. This aspect will be integrated in the entire educational process." (8.15,p.39) Accordingly, the National Curriculum for Elementary and Secondary Education: A Framework _ 1988 presented the NCERT's view : "The school curriculum should highlight the measures for protection and care of the environment, prevention of pollution and conservation of energy." (1.2.1.7,p.6) In consonance with these documents, environmental studies was made an independent subject at the primary level and topics related to environment were suitably infused with different science and social science subjects at all school stages. Books under a `Reading to Learn' series were brought out to highlight a number of environment related subjects and concerns. Emphasis was also laid on teacher orientation-cum-training in the subject and a number of training modules were developed by the NCERT.

The National Curriculum Framework for School Education (NCFSE)_2000 also highlights the need for including environmental concerns at all the levels of schooling. It asserts the Fundamental Duties (Article 51 A of part IV A of the Indian Constitution) : "…protect and improve the national environment including forests, lakes, rivers, wildlife and to have compassion for the living creatures… " (Common Core Components, p.36). As

one of the General Objectives of Education, it mentions "understanding of the environment in its totality, both natural and social, and their interactive processes, the environmental problems and the ways and means to preserve the environment." (p.40) Following these recommendations, a subject, the Art of Healthy and Productive Living, along with language and mathematics, has been introduced at the level of Classes I and II. All the three Subjects are to be woven around the immediate environment of the learners and integrate environmental concerns as well. In Classes III-IV, Environmental Studies becomes a separate subject. In Classes VI_X, Environmental Education (EE) has been integrated suitably in social sciences, languages and science and technology. At the higher secondary level, besides integrating topics related to environment in various subjects appropriately, conservation education and disaster management education have been included as potential subject choices along with the traditional subjects. In the Vocational Education stream, EE and rural development have been suggested as a part of the General Foundation Course at this stage.

The Concern

Despite these initiatives, it has been felt that although a fair amount of information about the environment is being given through textbooks, it has not succeeded to generate a concern that may lead to effective action for conserving and further improving the environment. In such a field of global concern, it may not be half so important to know as to feel and be motivated to act. Therefore, the further course of study in EE should emphasise the emotional and attitudinal aspects of the learners` personality along with the requisite cognitive component most of which is available in the different subject textbooks, anyway. Thus, it is argued, a value based, action oriented course of EE would lead from knowledge to feeling and finally to appropriate action. This alone would bridge the wide gulf between the avowed intent and the actual implementation of a programme that concerns the present and future of the entire humanity on earth.

As regards the present model of EE, a concern has been expressed that the integrated or infused model, though used in almost all the countries of the world, is fragmented and therefore

not necessarily tested in examinations. It is not given the importance it deserves as a serious, structured separate entity that a student must learn as one of the core topics in the curriculum. It only generates some incidental awareness of phenomena related to environment, but the primary concerns for teaching and evaluation invariably remain the content of science or social science. The concern aspect of knowledge and the feelings associated with it that would result in concerted efforts for environmental protection and improvement are missing. Consequently, the degradation of Self and the Surroundings continues unabated. This has resulted in a demand for developing a graded, action oriented, value based course in EE for all the classes/levels of schooling in such a way that it addresses the general environment concerns without adding to the curricular load.

The new syllabus of EE being proposed here would aim at generating among young learners an awareness of and sensitivity to the total environment in a holistic manner and the problems associated with it. It would also equip the future custodians of the earth with the requisite knowledge of the total environment, natural and social, the problems associated with it and the necessary skills for solving these in a positive and sustainable manner. The processes and strategies suggested would help develop positive attitudes, social values and strong concern for sustainable development and further improvement of the environment. While learners would appreciate local wisdom through traditions and customs, they would also discover their linkages with both national and global concerns. In effect, the course would prepare them to initiate and carry on practical initiative at the individual, the group and the community level for solving environmental related problem and moving toward a life of perfect harmony with their social and natural environment.

Environmental Education in School Textbooks
A Review of Content

With a view to identify the contents of Environmental Education (EE) in schools, textbooks being used in the states of Rajasthan, Madhya Pradesh, Orissa and Karnataka were reviewed by the faculty of the four Regional Institutes of Education (RIEs) situated at Ajmer, Bhopal, Bhubaneswar and Mysore. These institutes are well familiar with the development and changes in the curricula and text materials not only in these states but also in their respective regions. In addition, textbooks developed by the NCERT were also examined.

A common approach was evolved through internal discussions among the faculty at the NCERT in Delhi, in the four RIEs and at Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) at Bhopal. The review was conducted in relation to four stages of school education, namely, primary, upper primary, secondary and higher secondary. Content and suggested activities for EE were identified and examined. The main focus was on the coverage of EE concepts and the depth of their treatment. The continuity of the content across the four stages was also studied. This was ascertained by examining the concepts included in textbooks in different subjects along with the activities for their potential in providing knowledge and skills necessary for dealing with environmental issues. It was noticed that the concepts most commonly dealt with were associated with man-nature relationship in terms of basic components like water, air, soil, space and energy. It includes eco-system, conservation of natural resources, bio-diversity, biotic community, wildlife, deforestation, pollution, soil degradation, acid rain, greenhouse effect, ozone layer depletion, bio-energy, population, food and health, disaster management,

management of domestic and industrial wastes and detection of leakage of Liquefied Petroleum Gas (LPG).

The stage-wise review is presented below.

Primary Stage

EE is imparted as environmental studies which forms a common component of syllabus prescribed by each state.

  • Rajasthan has integrated textbooks in Environmental Studies for Classes I to V which focus on knowledge and awareness of environmental concepts besides developing sensitivity among children;
  • In Madhya Pradesh, environmental concepts have been integrated with language textbooks for Classes I and II. Separate textbooks of environmental studies are available for Classes III_V.
  • In Orissa, the environmental concepts have been integrated with language and mathematics in Classes I and II and there is an integrated textbook-cum-workbook for environmental studies incorporating both science and social studies for Class III. In Classes IV and V, environmental studies has been bifurcated into two different areas, i.e., `science' and `society' for which separate textbooks-cum-workbooks have been provided.
  • In Karnataka, textbook-cum-workbooks for Classes I to IV on environmental studies are prescribed.

In NCERT's textbooks, teaching of language and mathematics has been woven around children's immediate environment in Classes I and II and no separate textbook for environmental studies has been prescribed for these classes. In Classes III_V, separate textbooks for environmental studies have been provided. EE has been further reinforced under the Art of Healthy and Productive Living (AHPL) for which a single teachers' handbook has been developed for Classes I to V.

The contents and concepts covered in these books include the following:

  • Familiarisation with one's own body;
  • Awareness about immediate surroundings;
  • Need for food, water, air, shelter, clothing and recreation;
  • Importance of trees and plants;
  • Familiarisation with local birds, animals and other objects;
  • Interdependence of living and non-living things.
  • Importance of cleanliness and sanitation;
  • Importance of celebration of festivals and national days;
  • Awareness of sunlight, rain and wind;
  • Caring for pet animals;
  • Awareness about air, water, soil and noise pollution;
  • Need for the protection of environment;
  • Knowledge about the sources of energy;
  • Importance of the conservation of water resources and forests; and
  • Indigenous and traditional knowledge about the protection of environment.

The textbooks lay emphasis on raising awareness levels and sensitising children about environmental concerns. Emphasis has also been laid on the need to organise learning in local specific contexts which will provide more meaningful experiences to children. Aspects of indigenous knowledge have also been introduced. There are references and suggestions for conducting activities in and outside the classroom. The NCERT textbooks for environmental studies generally take a comprehensive view of the natural, physical, social and cultural environment.

It is evident that the textbooks represent relevant ideas commensurate with the age and developmental level of children so as to provide them the necessary understanding about their immediate environment. However, there is scope for inclusion of more activities to enable children to translate awareness into effective behavioural action.

Upper Primary Stage

The contents of textbooks present an extension and elaboration of the concepts introduced at the primary stage. The textbooks in Rajasthan and Madhya Pradesh (Classes VI-VIII) and in Karnataka (Classes V-VII) contain environmental concepts by and

large in the textbooks of science and social science. The textbooks of Karnataka for Class V in the subjects of science, social science and language have environmental ideas infused with these subjects. The state of Orissa deals with the environmental concepts and concerns in its textbooks for science and geography. These are also included in a single textbook of history and civics. The NCERT textbooks of `science and technology' and `social science' have incorporated such concepts in the textbooks.

The major concepts dealt with in these textbooks are:

  • Adaptation of living beings in environment;
  • Natural resources;
  • Water cycle;
  • Food chain;
  • Importance of plants and trees in keeping the environment clean;
  • Classification of plants;
  • Role of plants and animals in environmental balance and soil conservation;
  • Ecosystems;
  • Necessity of clean air for healthy living;
  • Animals and their characteristics;
  • Effects of environmental pollution and the consequences of air pollution - greenhouse effect, ozone layer depletion and increase in carbon dioxide;
  • Role of micro-organisms in the environment;
  • Dependence of the community on the environment;
  • Basic knowledge about the earth and its atmosphere;
  • Physical features of the country;
  • Population and environment;
  • Care and protection of livestock;
  • Necessity of wildlife protection;
  • Impact of deforestation;
  • Impact of industrialisation on environment; and
  • Role of civic society in protection of the environment, personal and public property including monuments.

While most of the areas of EE have generally been covered, there is need for inclusion of more individual and group activities and project work in order to promote both the affective and conative domains of learning. Co-scholastic activities including organisation of plays, cultural programmes, debates, mock parliament, discussions and community activities may help further in achieving the objective.

Secondary Stage

The concepts of EE have been provided in the textbooks of science and social sciences in the states of Rajasthan and Madhya Pradesh. In Orissa, there are three textbooks, namely, Science Part-I (Physical Science), Science Part-II (Biological Science) and Geography, while in Karnataka, one textbook deals with science (physics and chemistry), the second with science (biology) and the third with social sciences. The textbooks deal with environmental concepts both at concrete and abstract levels. The major concepts covered are:

  • Bio-sphere;
  • Greenhouse effect;
  • Ozone layer depletion;
  • Use of fertilisers and pesticides;
  • Wildlife protection;
  • Soil chemistry;
  • Management of domestic and industrial waste;
  • Pollution of noise, air, water and soil and control measures;
  • Ecosystem;
  • Management of non-degradable substances;
  • Edible and ornamental plants;
  • Sewage disposal and cleaning of rivers;
  • Nuclear energy;
  • Radiation hazards;
  • Gas leak;
  • Wind power;
  • Bio-energy; and
  • Environmental laws and acts.

Environmental concepts also extend to subject areas like languages and social sciences which reinforce learning and internalisation of all such concepts. The NCERT textbooks of `science and technology' and integrated `social science', however, provide a wide view of EE, highlighting various environmental problems and suggesting a variety of projects and community related activities to resolve environmental issues.

Higher Secondary Stage

This is the stage of diversification. Students opt for either the academic stream or the vocational stream. The treatment of concepts becomes deeper and more discipline oriented. Certain concepts of EE occur in different subjects and the books provide only restricted views of these.

Since the content caters to the demands of the concerned subject as an independent discipline, a comprehensive view about EE is not available in the textbooks. Majority of the concepts are found in the textbooks of biology, chemistry and geography, which are optional subjects. Students opting for any one of these subjects would accordingly benefit in different aspects of EE, while others would remain deprived of this advantage. There is need for identifying a core content to be evolved on the basis of the concepts included within EE at the secondary level.

Considerable variation in the presentation of content has been noticed in the different textbooks. The topics constitute isolated entities and the focus has thus got diffused.

The coverage of EE concepts in the textbooks of various subjects includes:

  • Environment and sustainable development;
  • Atmospheric pollution - global warming, greenhouse effect, acid rain, and ozone layer depletion;
  • Water pollution - international standards of drinking water, importance of dissolved oxygen in water, bio-chemical oxygen demand and chemical oxygen demand;
  • Land pollution - pesticides;
  • Ecology;
  • Strategy for control of environmental pollution - the management of waste and green chemistry;
  • Economic growth and development, current challenges of economy, poverty and environmental degradation;
  • Importance of protecting the environment;
  • Environment and behaviour-_ reducing environmental stresses;
  • Understanding life on earth - world climates, natural vegetation, soil, water, drainage system, transport and communication;
  • Natural hazards and disasters (earthquakes, cyclones, floods, droughts and landslides) and their management;
  • Population and biotic community;
  • Eco system and species;
  • Conservation of natural resources including wildlife conservation;
  • Growth of human population and its effect on environment;
  • Economic importance of trees;
  • Damage to environment by overexploitation of natural resources;
  • Impact of ill planned industrialisation;
  • Scientific management of sewage;
  • Alternative automobile fuel;
  • Conservation of energy and alternative sources of energy - solar, geothermal, wind and biomass; and
  • Role of government and community in conservation of environment and the environmental laws.

The review of the environmental themes in the textbooks at different stages of school education reaffirms that textbooks, by and large, have environmental concepts included in them.