Portail des Humanités Environnementales

Environmental Education In China 2 décembre 2014

Gerald A. McBeath, Emeritus Professor of Political Science, Jenifer Huang McBeath, Professor of Plant Pathology and Biotechnology, University of Alaska Fairbanks, US, with Tian Qing and Huang Yu, Beijing Normal University, China, 2014.

Environmental Education In China
'Facing severe environmental deterioration for several decades, it is no surprise that China pays attention to environmental education as part of its mitigation strategies. This volume provides a useful overview of the development, state of the art and diversity of China’s system of environmental education. Most interestingly, it details the similarities and differences with Western environmental education developments, both within and outside formal schools and universities.'
– Arthur Mol, Wageningen University, the Netherlands

China’s environmental problems increasingly attract global attention, yet critics often overlook the sizable efforts of the Chinese people and government to change attitudes and behavior, in order to improve environmental outcomes. This much-needed book provides a comprehensive introduction to environmental education in China. After consideration of the environment in Chinese philosophy, the authors focus on application of directives and new guidelines to compulsory, secondary and college education, and also analyze the way in which teachers are trained. They then examine conditioning factors, such as the media and NGOs, as well as the variation of education within China, and attempt to measure the efficacy of environmental education over time.

China’s environmental issues have been the subject of global criticism long before authors Gerald McBeath and Jenifer Huang McBeath began their study, yet often overlooked are the sizable efforts of the Chinese people and government to change attitudes and behavior in order to improve environmental outcomes.

This much-needed book offers a comprehensive introduction to environmental education in China, from consideration of the environment in Confucian philosophy and provision of environmental education in schools and colleges, to the role of non-state actors and the media. The authors’ examination of conditioning factors and educational variation within China – particularly their focus on the application of directives, new guidelines and analysis of teacher training in compulsory, secondary and college education – offers an insightful measure of the efficacy of environmental education over time.

This unique book will appeal to researchers, scholars and educators interested in the areas of comparative education and environmental studies, both in China and internationally.

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