Managing Air Pollution: How Does Education Help?

Abstract

We aware since Tbilisi Declaration (UNESCO, 1977) that, science and technology can no doubt provide solutions to environmental problems, which probably helped to cause, nevertheless, solutions sought should not be short-term ones nor too narrowly conceived. Solutions, on the other hand, have to take into account social and cultural factors which are so often at the root of environmental problems. What is necessary is a close examination of the complex relationships between people and their environment. The equilibrium in the flow of matter and energy through natural ecosystems as well as ecosystems already modified by humanity must be re-established. In addition, models of economic growth, development, environment and culture must be reconsidered. It has become essential to look-over the lifestyles to distinguish between the essentials and luxuries for both the environment and development. This is one of the basis to advocate a holistic approach to the management of environmental problems. Therefore, the recognition of reasons, results and implications of environmental problems must be coupled with an increasing awareness of solidarity among nations. Improved management of the environment should aim reducing existed disparities as pertaining a sustainable use of natural resources and at bringing about international relations based on equity. Environmental Education (EE), therefore, has an evident role to play if the issues are to be grasped and if all concerned are to be provided with the knowledge, skills, and attitudes to modify the existing situation for the better. Building on more than 30 years of experience in environmental education, education for sustainable development (ESD) continues to highlight the importance of addressing the issues of natural resources as part of the broader agenda of sustainable development. In December 2002, the United Nations General Assembly (UNGA) adopted resolution (57/254) to put in place a United Nations Decade of Education for Sustainable Development (DESD), spanning from 2005 to 2014. Teaching society how to behave responsibly towards the environment lies at the core of ESD; the founding value of ESD is respect: for others and respect for the planet and what is provides us with. ESD wants to challenge us all to adopt new behaviours and practices to secure our future, seeks to integrate the principles, values, and practices of sustainable development into all aspects of education, in order to address the social, economic, cultural and environmental problems we face in the 21st century. Air pollution is one of the themes of environmental perspectives of the ESD. Educating about air pollution builds the skills and attitudes needed to question the way we think, the values we hold and the decisions we make in the context of sustainable development. Improving