School environmental information!!
Since man was found on this earth, he has relied in his life on the surrounding environment and its natural resources, and the stages of the historical sequence of the human relationship with his environment have been incorporated into successive steps, each with a continuous interaction between three elements: man, scientific progress and the environment.
The impact of man on his environment in the first four stages was not significant, but in the last phase of humanity today, the human impact in his environment has increased from previous stages; as a result of technical progress, industrial progress and changes in the contemporary natural and social environment.
As a result, human behavioural patterns have been, according to some researchers, increased production of machinery and goods, excessive over-extraction of raw materials, exploitation of natural resources and consumption of energy resources, as a result of the steady increase in the population, in addition to the expansion of the use of pesticides and chemicals, leading to environmental corruption and depletion of resources.
Human beings may not be solely responsible for these problems, as there are other factors that contribute to them, such as population explosion, and natural environmental factors may also cause some of these problems.
Dr. Saleh Dhiab Hindi in his distinguished research "Environmental Concepts in Islamic Education Books" published in the magazine "The Message of the Arabian Gulf", on which the author relied in his basic capacity: However, the human being remains among these three main actors, and on his activities the degree of interaction between its elements depends negatively or positively.
Although man is the most important component of the environment, he is the most influential in it, and because of his نهabilities, prestige and many needs, he often lives above the potential components of the natural environment, and environmental problems have thus emerged, with negative effects on the quality of life in his present and future.
The human craving to impose unjust control over the natural environment without regard to the needs of the earth has weakened and failed to meet the requirements of the modern city, and man is threatened with unprecedented health and environmental crises, such as: the scarcity of water sources and the food shortage crisis.
Chemical fertilizer pollution, pesticides, nuclear dust, desertification problem, soil erosion, forest erosion and ozone hole phenomenon, the combination of these problems with devastating effects has been a serious issue called the environmental issue, carrying readable media The audible and occasional observation of this issue is accompanied by the distress of the Earth, to raise the injustice on it, it was the beginning of attention to environmental problems since the early 1970s when 2,200 environmentalists in 1971 sent a letter to the inhabitants of the earth warning of the danger of unconscious dealing with the environment.
In the face of this serious situation, there has been considerable interest in environmental problems and issues, including the enactment of laws and legislation, and the provision of scientific and technical solutions.
However, laws alone cannot achieve their intended purpose in this area, let alone that laws aimed at preserving the environment; in order to achieve their purpose, they should be based on a strong climate of public opinion, and this is done only by educating individuals inside and outside the school, hence the role of environmental education.
The relationship between education and the environment is not new. Education provides in educational content multiple environmental information related to society, and it has already been established only to teach what exists in the environment and ways of benefiting from it, and that is why the call for environmental input or environmental education in which the environment takes a new status as a means and purpose has emerged. The environment is a source of enrichment for the educational process, while education aims to preserve, upgrade and develop the environment.
In response to this call, conferences, seminars and seminars were held, and many recommendations, reports and programmes were issued; international, regional and national, focusing on environmental education and the environmental dimension in contemporary studies.
In response to the recommendations of international conferences and their interest in environmental education, efforts have been directed at the need to include environmental concepts in the components of the curriculum and textbooks.
One of the introductions to the inclusion of environmental concepts and topics in curricula and textbooks is the integration input, environmental information is introduced, content is linked to appropriate environmental issues, or an entire curriculum is environmentally oriented, and there is an independent entry point, where it deals with integrated environmental education study programmes, to be taught as an independent curriculum.
The interest in introducing the environmental dimension into the curriculum was reflected in the work of the Arab Organization for Education, Culture and Science, as well as the Arab Education Office of the Gulf States, which developed reference units at the level of public education built on integration, and included various models of subjects, including Islamic education, how they contributed to achieving the objectives of environmental education among students, and addressed to curriculum planners, book authors, educational designers and training programme makers to benefit from them, as well as the publication of a series of books.
The aimed environment, as well as the publication of a range of targeted environmental research, despite the great efforts of the Arab Organization for Education, Culture and Science, the Arab Education Office for the Gulf States and others in introducing environmental concepts into the curriculum in the Arab world, but surveys of curricula in the Arab world have indicated that the curriculum in its current situation lacks environmental contents.
In conclusion, I say:
We need extensive efforts, efforts and studies, books and extensive research to focus on the environmental dimension, particularly in courses and curricula, both at the level of public and university education.
Is it time for that?
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