The legitimate role of advocacy in environmental education: how does it differ from coercion?

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/123456789/4480

Title:	The legitimate role of advocacy in environmental education: how does it differ from coercion?
Keywords:	Advocacy Bias Coercion Prejudice Process Dialogue
Issue Date:	30-May-2013
Publisher:	Inter-Research
Description:	ABSTRACT: This paper examines the controversy in the field of environmental education over the role of advocacy versus presentation of scientific information. The former involves a view of education as process, while the latter perceives education solely as content. Environmental issues involve ethical concerns and value judgments. Scientific information cannot give us the answers to our environmental questions, as these questions have all the inherent complexity of any social issue. Advocacy differs from coercion, bias, and prejudice. Coercion, bias, and prejudice have no place in environmental education, while advocacy for ecological systems does.
URI:	http://koha.mediu.edu.my:8181/jspui/handle/123456789/4480
Other Identifiers:	http://www.int-res.com/articles/esep/2002/e22.pdf http://www.doaj.org/doaj?func=openurl&genre=article&issn=16118014&date=2002&volume=2002&issue=&spage=82
Appears in Collections:	Science General

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