FYI - Michaela
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Date: Thursday, June 12, 2003 1:14 AM -0400
From: Qasem Alnewashi <[log in to unmask]>
To: Conservation-psychology List
<[log in to unmask]>
Subject: [conservation-psychology] New Book Released!
Title: ENVIRONMENTAL EDUCATION IN DEVELOPING COUNTRIES: CASE STUDY
Author: Qasem Alnewashi
Publication Date: June 2003 (1st Edition).
Language: English.
Paperback; 6 x 9 inches, 253 pages.
Illustrations: Black/white.
Publisher: Central Press, Amman, Jordan.
Price: Euro 28,-- or equivalent (incl. Postage and Shipping).
By prepayment only on:
Arab bank
Jabal-El-Husein Branch
Amman, Jordan
Account No.: 613512-9/636
Available at:
Curriculum Department
PO Box 1930
11118 Amman, Jordan
(c/o Dr. Qasem Alnewashi)
If you did get this message twice or in error, please except our
apologies.
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For more details:
Email: [log in to unmask] or [log in to unmask]
Tel: +962 6 4617 304 Mobile: +962 795 916 371
Fax: +962 6 4656 888
---------------------------------------------
Book Description:
( By Robert Parua, UNESCO, Amman Office, Jordan).
The book (ENVIRONMENTAL EDUCATION IN DEVELOPING COUNTRIES: CASE STUDY) is
of the highest scholarship and gets the big picture of environmental
education (EE) in developing countries right.
Alnewashi has written a lucid and path-breaking book. He is completely
convincing that education for sustainability has become the new focus and
justification for EE. Consequently, educators who teach for the
environment are supporting education for sustainability among individuals
and communities. Moreover, the nature of EE includes the economic, social
and environmental dimensions that are contained in the concept of
education for sustainability.
Environmental literacy has become one of the current international
educational priorities among all citizens. Therefore, environmental
education (EE) splits its essence in all educational systems. During the
previous three decades, EE has resulted in successes, but much remains to
be done. Therefore, the purpose of this book is to improve the current
situation of EE in developing countries, through surveying, as a case
study, the status of formal and nonformal EE programs in Jordan.
EE occurs in many formal and nonformal settings, ranging from school-based
environmental curricula, through the activities executed by the
environmental conservation organizations, to mass media conservation
programs. In a uniquely balanced manner, Alnewashi showed that the
environmental beliefs and behaviors of man in natural and social contexts
reflect the need for linking formal and nonformal environmental learning
experiences.
This book is extremely important and makes a major contribution to the
debate regarding teaching and learning in EE: "why some teachers are
infusing EE more than other teachers to their educational settings." A
theoretical perspective is offered that links teachers' commitments to
their beliefs and attitudes about teaching EE, as well as to significant
life experiences. Therefore, the book summarizes the synthesis and
reasoning that led to the theoretical perspective; outlines the theory and
its implications for further research; and explores the reasons that such
a theory may be useful in EE research and training.
On the other hand, the book identified a considerable number of programs
that were conducted in formal and nonformal sectors to achieve the goals
and objectives of EE. The book presented a great body of evidence that
nonformal EE has the potential to enhance the work of the formal education
system. The results showed considerable bodies of EE programs within the
nonformal education sector that have been initiated to increase
environmental awareness. In general, nonformal EE programs and activities
are awareness programs directed to the public and school students,
publications, and a little of training programs.
In addition, Alnewashi proposes in his book an instructional model, which
is relevant to the situation of the schools in developing countries. It
sets up cooperation between formal education sector on one side and
community organizations on the other side. The proposed model relies on
the effectiveness of first-hand experience, learning by doing, and
involvement in local environmental issues.
Finally, Alnewashi has a wonderful talent for keeping technical jargon to
a minimum yet making the essence of technical arguments clear. The
findings show that formal educators and awareness program leaders need
more educational resources and EE training programs. other new horizons
and proposals for improving formal and nonformal EE in developing
countries, and areas for further research, are presented. The intelligent
layman, environmental educators, university students, and academics will
learn much from this book.
---------------------------------------------
Table of Contents
PART ONE: THE CENTURY OF ENVIRONMENTAL EDUCATION
CHAPTER ONE: A FRAMEWORK FOR ENVIRONMENTAL EDUCATION
CHAPTER TWO: LOOKING AFRESH AT FORMAL ENVIRONMENTAL EDUCATION
CHAPTER THREE: LOOKING AFRESH AT NONFORMAL ENVIRONMENTAL EDUCATION
CHAPTER FOUR: CHALLENGES FOR ENVIRONMENTAL EDUCATION IN THE ST CENTURY
PART TWO: ENVIRONMENTAL EDUCATION IN DEVELOPING COUNTRIES: THE CASE OF
JORDAN
CHAPTER FIVE: PERSPECTIVES AND PROSPECTS OF THE CASE STUDY
CHAPTER SIX: JORDAN AND THE ISSUE OF ENVIRONMENT
CHAPTER SEVEN: FORMAL ENVIRONMENTAL EDUCATION IN JORDAN
CHAPTER EIGHT: NONFORMAL ENVIRONMENTAL EDUCATION IN JORDAN
PART THREE: TOWARDS NEW HORIZONS IN ENVIRONMENTAL EDUCATION
CHAPTER NINE: THE METHOD OF INVESTIGATING THE STATUS OF ENVIRONMENTAL
EDUCATION
CHAPTER TEN: THE RESULTS OF INVESTIGATING THE STATUS OF FORMAL
ENVIRONMENTAL EDUCATION IN JORDAN
CHAPTER ELEVEN: THE RESULTS OF INVESTIGATING THE STATUS OF NONFORMAL
ENVIRONMENTAL EDUCATION IN JORDAN
CHAPTER TWELVE: EVALUATING THE STATUS OF ENVIRONMENTAL EDUCATION IN JORDAN
CHAPTER THIRTEEN: TOWARDS IMPROVING THE CURRENT SITUATION OF ENVIRONMENTAL
EDUCATION IN DEVELOPING COUNTRIES
References
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