About the Emergence of an Environmental and Ecological Perspective in 20th Century Music: Some Reflections on Gustav Mahler and Olivier Messiaen

Objectives The purpose of this study is to explore how ecology-environment education instructors perceive the relationship between ‘ecological education’ and ‘environmental education’ based on Wittgenstein's concept of the language game and whether there are differences in relationship perception types depending on their background variables.
 Methods 57 ecology-environment education instructors participated in the study, and a questionnaire was organized to select a Van diagram that matches one's thoughts among the types of relationships between ecological education and environmental education and explain why.
 Results As for the types of perception, “ecological=environmental”, “ecological⊃environmental”, “ecological⊂environmental”, and “ecological∩environmental” appeared in the order of frequency. However, even with the same type of response, there were various reasons for choosing. Through this, it was confirmed that while recognizing a common area in values and content knowledge between ecological education and environmental education, it has various perceptions in everyday language according to individual experiences and backgrounds. There was no difference in perception of relationship types according to gender, career period, age group, and final academic level.
 Conclusions It was confirmed that there is a family resemblance between ecological education and environmental education by exploring various types recognized by ecology-environment education instructors as language game concepts. In addition, it suggested the need to continuously pursue diversity and expand education.

Rapid economic growth has enriched the lives of individuals and yielded rising material and living standards. However, various types of public pollution problems have successively emerged, and environmental problems have worsened in recent years. Furthermore, the prevalence of leisure and the rapid development of regional tourism industries and bed and breakfast lodging have exacerbated environmental destruction and pollution in various locales. The inclusion of ecotourism into ecological education and the provision of ecolodge are beneficial for the design of student learning outcomes; moreover, community residents and tourists can grasp the importance of environmental protection and education through ecolodging experiences. This measure would improve public awareness of environmental protection, facilitate the cultivation of social responsibility, and achieve the objective of environmental protection advocacy. Therefore, this study explored the relationship between ecological education and the environment by using Kenting National Park, a tourist attraction in Taiwan, as the case study. Tourists visiting the location were the research subjects, and convenience sampling was conducted by distributing 505 questionnaires, with 372 valid responses recovered—a return rate of 74%. The research revealed the following results: (a) Environmental education is positively correlated with environmental attitude. (b) Environmental attitude is positively correlated with environmental behavior. (c) Environmental education is positively correlated with environmental behavior. Finally, this paper proposes recommendations based on the research results with the aim of facilitating environmental literacy, correct environmental attitudes, concern for ecosystems, and the realization of environmental behavior.

Foreword Frank B. Golley Preface Monica Hale 1. The role of ecology in education in schools in Britain Monica Hale and Jackie Hardie 3. Environmental education in the primary school science curriculum in Uganda Christopher Acar 4. The place of ecology in adult education Peter A. Thomas 5. New opportunities for ecology education in the United States Alan R. Berkowitz 6. Ecology education and field studies: historical trends and some present-day influences in Britain Stephen Tilling 7. Field studies as a technique for environmental education in developed and developing nations Walter D. S. Leal Filho 8. Learning about ecology through contact with vegetation Margarete R. Harvey 9. Learning through landscapes Eileen Adams 10. Ecology and environmental education in the urban environment Monica Hale 11. Ecological concepts as a basis to environmental education in Indonesia Mohamad Soerjani 12. The present status of environmental education in Japan Masahito Yoshida 13. Ecological studies between schools in Europe and Scandinavia: the benefits to the curriculum of working across national boundaries David Shirley 14. Creating a climate for conservation in West Africa Ken Smith Index.

This article is devoted to the consideration of the features of environmental education in the system of modern education. Ecological education and ecological education have an integrating character. One of the most important tasks of modern education is to convey the essence of human environmental responsibility through environmental education, developing critical thinking to form environmental thinking in order to educate value orientations and spiritual and moral environmental ideals.

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Objectives The main purpose of this study is to determine what the key words are in the basic plans for ecological(environmental) education created by provincial offices of education and what the relationships are between those words. In addition, this study was conducted to determine whether the documents of the provincial office of education contain the value of ecological transformation in education.
 Methods The research method used in this study is semantic network analysis. The words included in the basic plans for ecological(environmental) education created by the provincial offices of education in 13 regions were corrected, controlled, and removed to extract key words, and the frequencies of the words were analyzed. Additionally, basic attribute analysis, centrality analysis, sub-network analysis, and ego network analysis were performed using Gephi 0.10.1, a network analysis program.
 Results The results of this study are as follows. First, as a result of analyzing the frequency of use and centrality of each key words, ‘practice’ and ‘carbon neutrality’ appeared most frequently and have the highest influence in the documents. Second, as a result of clustering key words according to their similarity, these words formed four sub-networks. Third, as a result of examining the connection structure between ‘ecological transformation education’ and ‘ecological environment education’ through ego network analysis, the two words shared a lot of related words.
 Conclusions The conclusions of this study are as follows. First, The use of ‘practice’ and ‘carbon neutrality’ as key words in the basic plans for ecological (environment) education should be maintained in the future. At this time, educational activities at the cognitive and affective levels should also be treated with great importance in the document. Second, since ecological transformation education and ecological environment education form different clusters, each documents must establish a mutually cooperative and complementary relationship. Third, many words are shared between the ecological transformation ego network and the ecological environment education ego network, and since there is ongoing discussion about what term to replace the existing environmental education with, so provincial offices of education should be cautious in using the terms.

Introduction. The article is devoted to informational support for environmental education of journalists through electronic educational resources. Any product, in particular, educational, needs informational support. Promotion of an educational product is no less important than its creation.Methods. A number of general scientific and linguistic methods were used in the research. In particular, the methods of analysis, synthesis, deduction and induction, the descriptive method are used to justify the theoretical base of the research and generalize our own observations. The terminological analysis is applied to the definitions of the "ecological education" concept that functions in the scientific discourse and media space. The statistical method was used to determine the level of awareness of students about the available educational resources in the Internet space.Results and discussion. The concept of "ecological education" was studied, and its refined definition was proposed. Attention was drawn to the fact that effective environmental education is not the transmission and assimilation of information, it is the formation of a system of knowledge and values of nature conservation, as well as the skills of joint implementation of effective environmental actions. It is noted that formal, non-formal and informal environmental education will increase the level of functional literacy of journalists, reduce the inflation of environmental knowledge, which will allow journalists to correctly understand environmental problems, interpret and apply appropriate approaches and methods to solving environmental issues arising in local, regional, national and global contexts, as well as apply their creative and aesthetic skills within the space of environmental journalism.It has been established that information support expands access to education for anyone and removes geographical, spatial and time frames for learning, saves time and money, helps to navigate formal education offers, choose programs and/or platforms for non-formal and informal education. Educational and scientific sites for the exchange of environmentally oriented information were considered. It was emphasized that lifelong learning of a journalist is important for his long-term success in the career and is a mandatory condition for the successful implementation of the fourth goal of sustainable development of Ukraine. The components of the informational support of the journalists’ eco-education were distinguished and the level of awareness of students about the available educational resources in the Internet space was determined. We see the prospects for further research in the following: to develop the concept of a platform where information about formal, non-formal and informal environmental education, etc., would be accumulated.

Environmental educators are frontline workers who hardly get acknowledgment (Beames et al., 2021) for educating people (especially children) about environmental issues. These educators interact with students and teachers across different programs, i.e., professional development workshops, classroom projects, field trips, etc., utilizing the in-school and out-of-school settings. However, limited research is available on their roles within the context of education. For this research study, I collected data from three environmental educators from a local environmental education center called the Dale Center for Environmental Education (pseudonym). I utilized phenomenography (Marton, 1986) with a social constructivist transformative lens (Pavlova, 2013). The data for this research was collected from September 2022 to December 2023. Three semi-structured interviews were conducted as a primary data source with each participant. The interview protocol was developed utilizing Seidman's (2006) three-interview sequence to inculcate six objectives highlighted by Kollmus and Agyeman (2002). In addition, to understand environmental education perspectives in in-school and out-of-school settings, I used the five information sections of the Tbilisi Conference in Environmental Education highlighted by Hungerford and Volk (1990). I observed 18 in-school and 18 out-of-school teaching sessions as the secondary data source using an observation protocol adapted from Mustam and Daniel’s (2018) work. Additional secondary data sources included documents from Dale Center for the Environment (DCE) education programs, newsletters, websites, teacher packets, and informal conversation notes. I performed document analysis (Bowen, 2009) to provide vital knowledge, develop questions for the educators’ roles in the in-school and out-of-school contexts, and to validate and triangulate the overall analysis process. The data analysis methods included a constant comparative method and a hybrid approach of inductive and deductive coding for theme development (Creswell, 2013: Fereday & Muir-Cochrane, 2006; Patton, 2002; Seidman, 2006; Strauss & Corbin, 1998). The findings are organized around five assertions, each situated within the primary constructs of the study - environmental educators, in-school and out-of-school settings, and environmental education centers. My assertions are: 1) Environmental educators are science content experts for students and teachers that utilize in-school and out-of-school settings, 2) Environmental educators are science content professional development experts for classroom teachers, 3) Environmental educators operate as environmental advocates through educational outreach, 4) Environmental educators are mentors for the new generation of educators, scientists and more, and, 5) Environmental educators perform multiple duties within an organization – property manager/outreach director, animal caretaker, and executive director. These educators play a vital role by influencing the science education experiences of students and teachers, which go beyond just the classroom setting. This study has implications for science education research, practice, and professional development.

‘Environmental education’ is frequently both inadequate and inefficient, as too little attention is paid to the outside influences of its cultural, scientific and political context. Since ecological problems cannot be solved only by scientific measurement, administrative action and technological compensation, ‘ecological education’ is necessary to deal with the polluter in his ecological environment. It is inevitable that this type of education will combine natural and human dimensions, that is, that it will make people aware of interrelationships between biotopes and sociotopes, so that conflicts of goals between human and natural environmental demands become apparent and an evaluation of risks becomes possible. The discussion of these problems starts with references to these demands and to the interrelationship of environmental policy, public environmental awareness and environmental education. Against this background a preventive ecological education is postulated and compared with the existing curricula and teaching practice. From the differences didactic conclusions are drawn as to how the predispositions of the public, institutions and young people can be integrated into the establishment of the educational concept of ecological education. There is also a discussion of how the norms of such education will change with the actual interaction of the human and natural dimensions.

Objective: This study investigated the scientific production on Urban Parks in Permanent Preservation Areas (APPs), focusing on their multifunctionality in environmental conservation and ecological education. Theoretical Framework: The study is based on the National Environmental Education Policy (Law nº 9.795/1999) and research highlighting Urban Parks as strategic spaces for environmental balance and collective awareness. Method: A bibliometric analysis was conducted using the Scopus database, covering 562 documents published between 1979 and 2023. The VOSviewer software was used to identify co-authorship networks, keywords, and thematic patterns. Results and Discussion: Urban Parks in APPs have great potential for sustainability and environmental education but are underutilized as pedagogical tools. Expanding the integration between conservation and education through public policies, experimental projects, and participatory management strategies is recommended. This study contributes to the formulation of guidelines to maximize the impact of these spaces on urban quality of life and environmental awareness. Originality/Value: This study provides a comprehensive overview of the scientific landscape on Urban Parks in APPs, identifying key trends, gaps, and opportunities for future research. It highlights the underexplored potential of these spaces as tools for environmental education and suggests strategic actions to enhance their multifunctionality. The findings offer valuable insights for researchers, policymakers, and practitioners in urban planning and environmental management.

The ERIC bibliographic database has more than 18,500 citations related to a broadly defined concept of environmental education (nature education or outdoor education or ecology education). Nearly 9,900 are periodical articles and nearly 8,800 are ERIC documents (ED). The oldest citation retrieved is a 125-page report, Conservation Education in Rural Schools: Yearbook, published in February 1943, by Effie C. Bathurst, and the most recent (as of February 7, 2008) is the journal article, How Does Your Garden Grow? Teaching Preschool Children about the Environment by Susan D. Witt and Katherine P. Kimple, published in Early Child Development and Care in January 2008. For millennia humans have recorded their impressions about their surroundings. Long before there were written languages, people created images on cave walls, stone tablets, pottery, and sculptures. Today we rely on the instantaneous electronic transmission of ideas, perceptions, and concepts about the places - our environments - where we live, work and play. Our interactions with other peoples, species, and resources in these environments provide us with learning experiences. These experiences, in turn, provide us with an awareness of who we are and how we are related to all that is around us. This is the essence of environmental education: to study and explore the living and nonliving natural resources that surround us and to better understand the complexities of their interactions, to quantify their existence, and assure their viability; all while fostering a sense of responsibility and respect for all of those resources. The best way to promote that responsibility and respect is development of environmental education in the context of providing a greater understanding of the scientific basis of those natural resources in settings to demonstrate the socioeconomic, political, and cultural relationships that will forge a better understanding for environmentally responsible and sustainable behaviors. For many decades a number of environmental organizations, such as the National Wildlife Federation, the National Audubon Society, and the Sierra Club, have used environmental education to solicit support for their causes. Conservation groups, such as Trout Unlimited, Ducks Unlimited, and more regional groups like the Adirondack Mountain Club have a long history of developing a wide range of environmental, nature, or outdoor education programs. These environmental education activities have been provided through their attempts to educate the public at-large about specific issues related to the need for conserving natural resources, improving ecological conditions on which plants and animals are dependent for their survival, and assuring the healthy quality of environmental conditions to maintain or improve a perceived quality of life and living. So important was this new and emerging concept of environmental education that the U.S. Congress enacted a law to provide and protect it: The National Environmental Educat ion Act (NEEA) of 1990 calls on the EPA to provide national leadership to increase environmental literacy. The Act encourages partnerships and builds upon longstanding ef forts conducted in the environmental educat ion f ield by Federal and State agencies, educational inst itut ions, non-prof it organizat ions, and the pr ivate sector. To implement the Act , EPA's Environmental Educat ion Division in Washington, DC, along with support from environmental educat ion coordinators in the 10 Regional EPA of f ices, has developed the following mission and goals . The mission is to advance and suppor t educat ion ef forts to develop an environmentally conscious and responsible public, and to inspire in all individuals a sense of personal responsibility for the care of the environment . The goals include: expand communicat ion and partnerships; educate youth to protect the environment ; promote the pursuit of environmental careers; educate the adult public to increase environmental literacy; and educate across international boundaries. …

This paper provides an outline of mathematics education based on the classroom ecology. Ecology is the subject that concentrates on the relations of human and environment. As mathematics education consists of many factors, it is natural that mathematics education should be interest in the perspective of ecology. This paper examines the meaning of ecology and classroom ecology of mathematics education in the perspective of ecology. And it provides the directions of ecological mathematics education. In special, I set the frame of mathematics classroom in the perspective of ecology. The ecological structure divides microsystem(teacher, student, content), mesosysten(relations of microsystems), exosystem(school), and macrosystem(the objects of mathematics education). Lastly, I suggest the ways of mathematical learning and research of classroom ecology in mathematics education. For we should focus the improvement of students' mathematical ability, we must search for the various teaching and learning methods and the ares of research in the perspective of ecology classroom. Therefore, we should be interested in the classroom environments as well as teaching methods, contents based on the ecology classroom in mathematics education.

The purpose of the article is to highlight the critical role that ecological education plays in fostering environmental awareness, responsibility, and sustainable behavior among individuals from an early age. It also underscores the need for proactive and interdisciplinary approaches to environmental education to empower future generations to protect and preserve natural resources. The methodology of the article is based on a qualitative, experiential approach, utilizing the eTwinning project “Earth friendly STEM+ A” as a practical model of ecological education applied in early childhood. The project was implemented with preschoolers and involved: Integrated thematic activities combining science, technology, engineering, arts, and mathematics (STEM+A) with environmental topics; Experiential learning methods such as outdoor exploration, hands-on ecological tasks (e.g., cleaning green spaces, planting, sorting waste), and creative expression; Collaborative learning involving educators, children, families, and the local community; Reflective observation of children’s behaviour, engagement, and understanding throughout the project. This approach allowed for observing how ecological values and sustainable behaviours can be effectively cultivated from a young age through active participation and environmental interaction. Key findings in the article include that early exposure to nature through outdoor activities fosters a stronger emotional connection between children and the environment, while preschoolers can understand and apply basic ecological principles (such as recycling, caring for plants, or respecting nature) when taught through hands-on, age-appropriate experiences. Moreover, experiential, project-based learning (like in the eTwinning “Earth friendly STEM+A” project) enhances curiosity, critical thinking, and creativity, and environmental education increases children’s sense of responsibility toward nature and promotes pro-environmental behaviour. Finally, family and community involvement strengthens the impact of ecological education, encouraging consistency between learning at school and practices at home, The article concludes that ecological education is a vital foundation for fostering environmental awareness and responsibility from an early age. By integrating experiential and nature-based learning approaches, such as those used in the “Earth friendly STEM+A” project, preschoolers develop critical thinking, creativity, and a lasting connection to the natural world. This early engagement not only cultivates respect and care for the environment but also contributes significantly to achieving broader sustainable development goals. Therefore, embedding ecological education within early childhood curricula is essential for nurturing informed, responsible future citizens committed to environmental stewardship.

Except in small measure, environmental education in the United States has not yet challenged the status quo of Western notions of progress or monoculturalism, or recognized that moving through the environmental crisis may require significant shifts in generally unquestioned cultural attitudes and beliefs. In the U.S., environmental education has instead tended to focus on information regarding environmental problems and to explore topics such as endangered species, global climate change, or the water quality of local streams and rivers. Even this has become a source of controversy in the United States since the mid-1990s as a coalition of right-wing organizations has mounted a well-coordinated political campaign charging environmental educators with bias and a failure to present both sides of controversial issues (Sanera & Shaw 1996, Independent Commission on Environmental Education 1997). Despite this, we believe that if environmental education is to live up to its promise as a vehicle for developing a citizenry capable of making wise decisions about the impact of human activities on the environment, examining and altering fundamental cultural beliefs and practices that are contributing to the degradation of the planet's natural systems will be imperative.We have chosen to call this extended form of environmental education ecological education. For us, ecological education connotes an emphasis on the inescapable embeddedness of human beings in natural settings and the responsibilities that arise from this relationship. Rather than seeing nature as other—a set of phenomena capable of being manipulated like parts of a machine—the practice of ecological education requires viewing human beings as one part of the natural world and human cultures as an outgrowth of interactions between our species and particular places. We believe that the development of sustainable cultures will in fact require widespread acceptance of a relationship between humans and the earth grounded in moral sentiments that arise from the willingness to care. As Indian physicist and ecofeminist Vandana Shiva writes, the term ‘sustainability’ implies the ability and willingness ‘to support, bear weight of, hold up, enable to last out, give strength to, endure without giving way’ (Shiva 1992, p. 191).

The necessity of ecological education for coexistence between nature and humans, such as environmental education, ecological education, and ecological transition education, is increasingly emphasized through gradual changes in schools. Therefore, ecological education is now an important educational topic that should be addressed not only in specific subjects such as social studies, morals, science, and environment, but also in all fields. Ecological education in the music field starts from ecological musicology, which explores the relationship between music, culture, and the natural environment, and includes the area of environmental sounds. Therefore, the types of ecological music education that appear in the integrated textbook for elementary schools, “Pleasure Life,” which is being used for the first time in accordance with the revised 2022 curriculum this year, were analyzed by dividing them into ecological education through the text of the original song and sound activities such as exploring, listening to, and imitating environmental sounds. Through this, we examined whether the 2022 revised curriculum music text composition is appropriate in terms of ecological and environmental education, and the most common text related to the 'land ecosystem', while few or no texts such as 'climate change and response', 'marine ecosystem', and 'eco-friendly energy' were used. In addition, the sound activity area was classified into three categories based on soundscape ecology: 'geophony', 'biophony', and 'anthrophony', and it was confirmed that sound activity appeared in all three categories, and that the activity area had a variety of organization ranging from search, listening, and imitation of sound. This analysis is considered to be helpful in setting the direction of ecological music education and operating the subject.