Publication: La Teoría del Desarrollo sostenible y el objeto de la Educación Ambiental
Authors
Mateu Giral, Jaume
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En las dos o tres últimas décadas, el objeto de la educación ambiental (EA) ha sido interpretado de una forma titubeante por parte de muchos educadores. Desde la Conferencia de Tbilisi (1977) hasta la Cumbre de Río de Janeiro (1992), el camino recorrido por la EA ha generado numerosos interrogantes que no suelen resolverse convenientemente. La Teoría del desarrollo sostenible (que sin duda aporta aspectos positivos al progreso de la EA), mantiene principios y conceptos que son criticados por pensadores procedentes de diversas esferas del pensamiento. En este artículo se reflexiona sobre la evolución reciente de la EA y, paralelamente, se debaten posibles perspectivas de futuro.
Over the past two or three decades, the purpose of Environmental Education (EE) has been interpreted in a hesitant way by many educators. From the Tbilisi Conference in 1977 to the Rio de Janeiro Summit in 1992, the road travelled by EE has generated numerous questions that have not been conveniently resolved. The Theory of Sustainable Development (that undoubtedly brings many positive aspects to the EE program) upholds principles and concepts that are criticized by people within various spheres of thought. In this article, reflection is given to the recent evolution of the EE and, at the same time, possible perspectives for its future are debated.
Over the past two or three decades, the purpose of Environmental Education (EE) has been interpreted in a hesitant way by many educators. From the Tbilisi Conference in 1977 to the Rio de Janeiro Summit in 1992, the road travelled by EE has generated numerous questions that have not been conveniently resolved. The Theory of Sustainable Development (that undoubtedly brings many positive aspects to the EE program) upholds principles and concepts that are criticized by people within various spheres of thought. In this article, reflection is given to the recent evolution of the EE and, at the same time, possible perspectives for its future are debated.
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Citation
Revista interuniversitaria de formación del profesorado, V. 9(2), N. 23, 1995
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