ENVIRONMENT - THE ESSENTIALS
1. LIVE IN PEACE Long ago the ancients say this land was free and we shared it all with the mountains and the sea the birds and the trees we lived in peace
Long ago before those others came and built fences by cutting the earth removed her blood the oil that lies within formed long ago
Like us who lived in peace the birds sang less without the trees the land became dry without the birds to plant the flowers and we too became quite watching our mountains die listening for the birds that no longer flew but still we lived in peace
What sustained us through all these years? t he nights of silence and the songs of the frogs for we know as the ancients said this land will again share it all with the mountains and the sea the birds and the trees for we still live in peace and we wish you the same for we are all one.
- Earth Prayers (from around the world)
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* The sun has his simple role of light. The clouds are decked with gorgeousness.
* The grass blade is worthy of the great world where it grows.
* Bees sip honey from flowers & hum their thanks when they leave.
* Be still, my heart, these great trees are prayers.
* The dust receives insult and in return offers her flowers.
* The roots below the earth claim no rewards for making the branches beautiful.
* By plucking her petals you do not gather the beauty of the flower.
* Let my service be the service of the leaves in its shade of humble devotion.
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* The hut by the side of the water is shaded by an overchanging tree.
* The lane that minds to their house is fragrant in the spring with mango flowers.
* The trees come up to my window like the yearning voice of the dumb earth.
* The waterfall sings. I find my song when I find my freedom."
- Rabindranath Tagore
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2. THE ENVIRONMENT MEANING AND CONCEPT In everyday use the word 'environment' commonly means the 'surroundings' We generally observe that every organism lives amidst various living and non living things. incidents and influences.The aggregate of all these forms the environment. The term environment encompasses many variables and parameters which determine the existence, survival and continuance of the organism. Though the simplest meaning of the term refers only to physical and biological surroundings, its broader meaning has much wider connotations and includes social, cultural, economic, political and intellectual activities of man which affect the physical and biological components. One may conveniently regard the environment as encompassing two basic facets the biological and the socio-cultural.
The Longman's dictionary defines 'environment' as:
The physical and social conditions in which people live especially as they influence their feelings and development. It also includes the natural conditions such as air, water, land and energy in which organisms live.
The environment is the totality of all extrinsic and intrinsic factors both physical and biotic-that affect the life and behaviour of all living things including man.
According to Section 2(a) of the Environmental Protection Act,1986. 'Environment' includes :
(i) Water, air and land
(ii) The inter-relationship which exists among and between
ENVIRONMENT
NATURAL (BIO-PHYSICAL) MAN MADE (SOCIO-CULTURAL)
PHYSICAL BIOLOGICAL
(INORGANIC) (ORGANIC)
AIR WATER LAND ENERGY FLORA FAUNA
(PLANT (ANIMAL)
SOCIAL CULTURAL ECONOMIC POLITICAL INTELLECTUAL ACADEMIC RELIGIOUS OTHERS
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(a) water, air and land and
(b) human beings, other living creatures, plants, micro-organisms and property.
In other words : environment is the sum total of all conditions and influences that affect the development of all living things including man. It includes the positive and negative effects of human intervention and creation of assets or capital.
A concise and more comprehensive definition of the term gives its meaning as:
"The sum total of living and non-living components : influences and events surrounding an organism."
The natural or biophysical environment is broadly classified into two components (i) physical,abiotic or inorganic factors and (ii) biological, biotic or organic factors. The global physical environment consists of land, air, water, energy, gravity, etc. The most important factors which affect the physical environment are climatic conditions and factors related to soil. The climatic conditions include temperature, humidity, rain, snowfall and wind, whereas soil factors include presence or absence of top soil, composition of the soil, its organic and inorganic content. the soil pH and the moisture-retaining capacity of the soil. The biological environment comprises all living beings - plants and animals including man. Every organism including man depends on some other organisms. It affects and, in turn, gets affected by other organisms.
The man-made or socio-cultural environment is mainly the artificially created living conditions due to planned manipulations by man. It consists of everything around us which is developed by man through his tools, skills and institutions. The learned behaviour acquired by man in the form of traditions, customs, values, morals, norms and modes determines his sociocultural environment. This component of environment mainly includes roads, buildings. croplands, villages. cities,factories. irrigation canals and means of transport and communication. All activities carried out by man to fulfil his physical, social. cultural and economic needs affect and, in turn, get affected by the natural environment.
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3.WHY SHOULD WE CARE FOR
THE ENVIRONMENT ? In ancient times, most human settlements used to be along river banks. People lived in rural areas, the economy was agrarian and the basic needs of humans could be met directly from natural resources. Most of the human activities were in harmony with nature and did not affect natural environment adversely. With the passage of time, the human knowledge increased and man started making efforts for leading a more comfortable life. The area of human activity expanded and trade and commerce also occupied a prominent place in human endeavours. This resulted in the formation of towns. Further on. the coming of thinkers and philosophers in different parts of the world changed human thinking from superstitious beliefs to a scientific and rational outlook. Enhancement in scientific knowledge resulted in technological advancements and hence industrial growth. Vast opportunities at industrial places have accelerated the migration of people from rural areas to big cities. The advancements in the medical field have lowered infant mortality rate and increased life expectancy. World human population thus increased at a rapid rate.
Growing urbanisation, rapid industrialisation, intensive cultiva- tion. population explosion and. the human desire to live a more com- fortable life have degraded the 'biosphere' . The story of the ever- increasing needs of materials an energy has transformed man from a 'dweller' of the environment in his early stage to its 'moulder'. In doing so., man has not only brought in unprecedented environmental crisis but has also heightened the possibility of his own extinction from the scene.
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GLOBAL ENVIRONMENTAL PROBLEMS The progress of man from the primitive stage' to the technological stage, has brought him face to face with the global environmental problems of
(a) ecological decay
(b) resource depletion and
(c) environmental pollution
Some of the major environmental concerns facing the world today include
(i) greenhouse effect and global warming
(ii) ozone depletion
(ii) urbanisation and its associated problems
(iv) degradation of land
(v) air and water pollution
(vi) loss of biological diversity
(vii) large scale deforestation
(viii) depletion of natural resources
(ix) disposal of waste
Most of these environmental problems are the consequences of the changes brought about by man's intervention with the environment for the satisfaction of his basic needs as well as his pursuit of more ambitious go goals.
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ENVIRONMENTAL CONCERNS-THE INDIAN PERSPECTIVE Most of the existing environmental problems are not confined to individual nations but are global in nature and exist across national frontiers. The environmental scene in India is one of hope as well as concern. The positive aspect is that the country. is still one of the richest in the world in biological diversity. The hope for the future lies in this fact and the nation is fully conscious of the need for environmental protection and its rich traditions. The concern arises from the environmental degradation in the country which has taken place over the years.
According to the United Nations projections* the world population of 5.8 billion in mid-1996'will increase to about 6.59 billion in the next ten years and more than half the people in the world would be living in cities. There were 83 cities in the world with a population of more than million in 1950. Today, there are over 290 such cities and this number is expected to get doubled by the year 12015.
We cannot have an ecological movement designed to prevent violence against nature, unless the principle of non-violence becomes central to the ethos of human culture
Mahatma Gandhi
* The state of world population - 1996, UNPFA
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The figures below indicate how the population in big cities in India is increasing at an alarming rate:
City 1981 1991
(Population in millions)
Delhi 5.77 9.37
Bombay 8.02 12.02
Calcutta 9.19 10.09
Although India is largely rural and agricultural, twenty seven percent of population living in urban areas constitute a large number in absolute terms. The problems associated with urbanisation - pollution, slums and poor sanitation pose serious health concerns. It is estimated that over 30 per cent of urban Indians live in slums. Out of India's 3,245 towns and cities, only 21 have partial or full sewerage treatment facilities, Dharavi in Mumbai is the largest slum in Asia.
Air and water together form the most essential support system for existence of life. In recent times, it has been noticed that the quality of air as well as water in major cities of the country is going far below the expected and desired levels. The presence of undesired gases and suspended particles in the air is damaging its quality rendering it unsuitable for breathing. Central Pollution Control Board (CPCB) Delhi has been constantly monitoring the quality of air in many cities of the country. The following table- reflects some of the findings of studies carried out by the Board.
ANNUAL MEAN VALUES IN SELECTED CITIES - 1990
City Pollutions
Sulphur Dioxide Nitrogen Dioxide Particular Matter
Ave* Max** Ave* Max** Ave* Max**
Delhi (9) 15.5 32.5 29.3 51.5 390 568
Bombay (3) 37.4 56.7 28.7 30.8 201 228
Calcutta (3) 30.2 38.5 28.7 42.0 273 302
Madras (7) 19.2 54.1 22.1 33.1 118 146
Kanpur (6) 7.6 9.8 11.4 13.3 351 566
Ahmedabad(6) 20.5 33.4 29.3 42.8 290 357
Figures in parentheses indicate the number of monitoring stations in a city.
- The challenge of urbanisation - United Nations
* Average denotes average of annual mean values of all monitoring stations in a city.
** Maximum denotes maximum of -annual mean values of all monitoring stations in a city. source : Survey of Environment - 1994, The Hindu
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The values of figures are more than the accepted levels of safe breathing. The pollutants emitted from vehicles and industries prove to be lethal. Some of the serious health problems arising due to air pollutants are indicated in the table* given below.
HEALTH EFFECTS OF MAJOR AIR POLLUTANTS AND
ASSOCIATED WHO HEALTH EFFECTS CRITERIA Sulphur dioxide Respiratory irritation, shortness of breath, impaired pulmonary function, increased susceptibility to infection, illness in the lower respiratory tract particularly in children, chronic lung disease and pulmonary fibrosis.
Increased toxicity in combination with other pollutants. (500ug/m3 for 10 min: 350ug/m3 for 1 hour)
Respirable particulate matter Irritation, altered immune defence. systemic toxicity. decreased pulmonary function and stress on the heart
Acts. in combination with SO2 : effects depend upon the chemical and biological properties of the individual particles. (no health effects criteria)
Oxides of nitrogen: Eye and nasal irritation, respiratory tract lung damage, decreased pulmonary function and stress on the heart. (400ug /m3 for 1 hour : 150 ug/m3 for 24 hours)
Carbon monoxide: Interference with oxygen intake into the blood (Chronic anoxia)
Can result in heart and brain damage, impaired perception, asphyxiation or in lower doses weakness, fatigue, headaches, and nausea, (100mg/m3 for 15 min : 60 mg/m3 for 30 min : 30 mg/m3 for 1 hour 10 mg/m3 for 8 hours)
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Lead: Kidney disease and neurological impairments. Primarily affects children. (0.5 - 1.0 ug/m3 for 1 year)
Photochemical oxidants (eg.ozone) Decreased pulmonary function, heart stress failure emphysema, fibrosis and ageing of lung and respiratory tissue. (150 - 200 mg/m3 for 1 hour : 100 - 120 ug/m3 for 8 hours)
*Source WHO (1987) Brimblecombe (1986) Kapchella and Hyland (1986)
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Similar studies* carried out by CPCB on water quality of some of the major rivers of the country reveal very disturbing trends:
S.No River Do STD BOD STD COD STD
(Mg/l) (Mg/l) (Mg/l)
1. Yamuna at Faridabad 8.1 1.5 - - 16 7.0
Delhi
2. Yamuna at Okhla 10.1 9.3 - - 46.5 25.3
Bridge Delhi
3. Ganga at Nerora 8.1 0.4 2.1 0.8 6.6 1.8
(Bulandshahar UP)
4. Chambal at Kota 7.9 0.4 - - 28.0 3.5
(Rajasthan)
5. Gomti at Sitapur UP 8.0 0.4 20 14 25.4 4.5
6. Ban Ganga at 6.4 1.0 5.4 20 22.3 10.8
Asati Maharashtra
* Source National ambient water quality statistics of India - 1992 Central Pollution Control Board Delhi, Abbreviations : DU : dissolved oxygen, BOD: biological oxygen demand, COD chemical oxygen demand STD standard deviation.
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Indicators of organic pollution and physical parameters of quality of water of all major rivers,which is the main source of water in cities. reveal that greater efforts need to be made in order to put a check on declining standards.
With sixteen percent of world's human population and the world's largest cattle population and only 2.4 percent of world's land area, India is obviously facing a great challenge of prevention of erosion and restoration of country's land resources. Forests have been shrinking owing to pressures of agricultural, commercial and industrial use and urbanisation. Vast areas which were once green have become wastelands. Bringing these back under vegetation cover needs concerted and committed efforts.
India is very rich in bio - diversity. Nature has endowed India with a large variety of plants - about 45,000 species in number. About 5000 species are found only in India. The country is equally rich and varied in fauna. There are about 75,000 species of animals of different categories. The rich diversity helps in maintaining ecological balance. However. environment changes over the years are threatening the continuance of many of these species. Preserving this rich heritage is another environmental challenge we are facing today.
Meeting the country's growing energy requirments. fulfilling the basic needs of growing population,managing water resources, disposing wastes and raising the standard of about 40 percent of the population of the country above the poverty line remain the country's biggest challenges and demand intelligent environment decision making.
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LESSONS FROM THE PAST History is said to be a great teacher. There are several episodes' in the recent past which have drawn the attention of all the countries
The London episode of 1952 caused due to presence of SO 2 smoke and fog (smog) in the air resulted in about 4000 deaths and more than 20000 illnesses.
The Bhopal tragedy in our own country on 2-3 December, 1984 which is estimated to have resulted in the death of over 2,800 people* should generate debate on series of questions.What considerations should we keep in mind for deciding the site of ensuring safe opera- tion of potentially hazardous industries? Are these precautions being taken in plants located at different places? This industrial accident is said to have caused respiratory problems and eye damage to over 20,000 others. At least 2,00,000 people fled Bhopal during the week after the accident.
The Minimata episode in Japan is another typical example of interdependence and inter-relatedness of different components of environment including man. In the early fifties residents of this fishing town in Japan were struck by mercury poisoning caused by eating fish that had been contaminated by wastes of nearby factory. The victims. about 300 in number, suffered from many diseases and in some cases even died. The incident clearly indicates how water pollution caused due to industrial effluents can effect aquatic life. disturb the food chains and ultimately affect man himself.
The disaster at the Chernobyl Nuclear Power Plant in Ukrain. USSR, on April 26. 1986 and the Three Mile Island accident on March 28, 1979 are other accidents which pose serious questions with regard to safety standards off nuclear industry. Should man continue to consider nuclear energy to be a major source of energy in future or should we look for alternate and environmentally cleaner sources? The Chernobyl accident was unique in its seriousness due to large areas that were affected by radioactive materials.
Pollution of water due to spilling of oil in the sea during Iran- Iraq war (1980s) and war over Kuwait (1991) are other recent incidents of serious environmental concerns from which mankind should draw lessons and take appropriate steps so that they are not allowed to reoccur
* The World Environment 1972 - 1992. Two Decades of Challenge UNEP
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4. NATURE CONSERVATION - THE INDIAN TRADITION Traditionally. the conservation of nature has been an ardent article of faith in India from ancient times over respect and reverence for nature was reflected in daily lives of people and preserved carefully in myths, religion, art, paintings, sculptures and architecture. Lord Krishna's life depicted in miniature paintings underlines a considerable appreciation of ecological balance. Mountains and rivers enjoyed maximum importance in ancient India. The Himalayas were considered to be the abode of the gods, Even today, there exist many pilgrimage spots in Himalayas. Rivers have also been worshipped with reverence and considered to be the manifestations of Hindu Goddesses. The Hindu religion enshrined respect for nature and concept of environmental harmony through its religious codes and scriptures. Numerous narrations in Vedas, Upnishads, Puranas and great epics symbolise respect for trees and rivers.kindness to birds and animals and reverence for the presence of divinity in nature. The ideas of conservation and living in harmony with nature is reflected in Upanishad as:
(All in this manifested world. consisting of moving and non-moving, are covered by the Lord. Use its resources with restraint. Do not grab the property of others - distant and yet to come)..
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As early as in the times of Rigveda, tree worship was quite popular and universal. The trees symbolised various attributes of Gods to the Rigvedic seers. Association of trees, plants and animals with various Gods and Goddesses at that time testified reverential attitudes of people towards the environment.
NEEM - SITLA, MANSA
BANYAN - SHESHNAG
TULSI - LAKSHMI, VISHNU
BELA - SHIVA
ASHOKA - BUDHA, INDRA
KADAMBA - KRISHNA
MANGO - LAKSHMI
PIPAL - VISHNU, KRISHNA
Trees are not Just another form of 'life' on earth but the very 'life of all lives' on earth.
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ANIMAL/WILD LIFE ASSOCIATED WITH GODS/GODDESSES
BULL(NANDI) - SHIVA
COW - KRISHNA
GARUD - VISHNU
ELEPHANT - GANESH, INDRA
LION - DURGA
MONKEY - HANUMAN
SHREW - GANESH
SNAKE - SHIVA
SWAN - SARASWATI
Water, according to Hindu mythology, is a powerful medium of purification and also source of energy. A narration in Manusmriti suggests thus:
" One should not cause urine stool and cough in water. Anything which is mixed with these unpious objects, blood and poison, should not be thrown into water"
(Manusmriti, 4.56)
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Significance of Plants and trees to human life is further exemplified in Varahapurana which advocates regular plantation as a means to achieve heaven. To be particular it says :
One who plants one Peepal. one Neem. one Bar, ten flowering plants or creepers. two pomogranates, two oranges and five mango trees will not go to hell"
(Varahapurana, 172.39)
Other religions too enshrine respect for nature and concern for environmental protection. The Quran is sensitive to the cutting of trees which is sanctioned only under extreme conditions. it says:
"Whatever palm-tree you cut down or left standing on their roots, it was by Allah's sanction".
It is an arrogant assumption to say that human beings are lords and masters of the lower creatures. On the contrary, being endowed with greater things in life, they are the trustees of the lower animal kingdom.
- Mahatma Gandhi
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According to Islam, the riches of the earth are a common heritage. Therefore, the legitimate quest of development must not be detrimental to the environment but must ensure its conservation. Any disorder leading to pollution, deterioration of altering the environment is considered in Islam as 'Fasad'.
In Buddhism, the rivers, forests, grass, mountains, the Sun and the Moon. are highly respected and considered to be objects of adoration. One of the seven main principles of Buddhism says :
"All things, all men and all events are inter-related and inter- diffused."
Thus the Buddhist philosophy helps us to have a clearer understanding' of the present situation of the environmental crisis which is due to misunderstanding the place of man in nature, having limitless desire for material well-being and unthoughtful exploitation of nature. The theory of causation,, one of the fundamental techniques of Buddhism, is affecting the present situation.
Jainism too propagates respect for nature's creation and their protection. "Ahimsa" - one of the foremost teachings of Jainism enshrines protection of even the smallest and minutest of creatures.
"All beings are fond of themselves. They like pleasure, they hate pain. they shun destruction, they love life and want to live long. To-all, life is dear and hence their life should be protected".
- Lord Mahabira
Sikkhism, considers nature to be a bridge between man and atal (permanent). abchal (stable) and agam hand (impossible). Guru Nanak, the founder of the Sikh religion has assigned divine attributes to nature. Sikhism strongly warns against selfishness and materialism thus:'Upset the balance and out of order will come chaos.'
The Tradition Continues The,ancient Indian traditions and abiding faith in conservation of nature has been handed down the ages and is vividly alive in recent times also - One of the striking examples of wild life conservation can be found in Emperor Ashoka's 3rd century B.C.
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ONE OF ASHOKA'S PILLAR EDICTS The Beloved of the Gods, King Priyadarshan (Ashoka) spoke this (When I am) crowned twenty six years, these various (animals) are declared by me inviolable, viz.
Parrots, mainas, the aruna, ruddy geese, wild ducks, the nandimukha, the gelata, bats, the amba-kapilika, small tortoises, boneless fish, the vedaveyaka; the Ganga-puputaka, the sankuja fish, large tortoises and porcupines, squirrels, young deer, bulls, the okapinda, wild assess, white pigeons, village pigeons,(and) all quadrupeds which are neither useful nor edible.
Those she-goats, ewes and sows (which) are either with young or are giving milk (to their young), are inviolable, and (so) also (are) those (of their) young ones which are less than six month old.
Cocks are not to be caponised. Husks containing living beings (i.e. insects) are not to be burnt. Forests are not be burnt, either uselessly or for killing (animals) One animal is not be fed with another animal.
On the three chaturmasis, on (these) three days' during the Tisya full-moon (viz.) the fourteenth, the fifteenth, (and) the first (tithi) - and invariably on everyfastday, fish are inviolable and not to be sold.
On these very same days, those other classes of animals, (that live) in elephant parks (and) in fishermen's settlements, are also not to be slain. (Emperor Ashoka:272-232 B.C)
The edict reads like a contemporary law on wildlife ordaining that killing of certain animals is banned because these animals play a significant role for maintaining the balance in nature.
In more recent historical times Mughal Emperor Baburs memoirs (Babur Nama), Guru Nanak's hymns on 'Baramaha' (the seasons) and Emperor Jehangir's memoirs showing his keen interest in wildlife provide fine illustrations of the continuance of rich Indian tradi- tion.
The history of the recent past tells us that it was not only the kings or rulers of India who showed concern for nature, but even common men were deeply involved in strong environmental practices. For instance, Bishnois of Rajasthan. a sect founded towards the end of the fifteen century, actively involved themselves in the respect for all living things and their protection. It is believed that 360 of them, mostly women and children. sacrificed their lives by hugging the trees to save them from the axemen of Maharaja of Jodhpur in 1730 A.D.
The Chipko' movement, active since 1973, is one of the mot successful conservation movements in India which exemplifies local people's concern for protection and conservation of the environment,. Spearheaded by the women folk of village Gopeswar in Garhwal in Uttar Pradesh. the movement has eventually saved about 12,000 square kilome- tres of sensitive water catchment area. Chandi Prasad Bhatt and Sunderlal Bahuguna have become household names in the country for their commitment- and dedication to the cause of environmental protec- tion. Drawing lessons from the success of the Chipko movement., people in the south launched the Appiko movement to save the tropical forests of the Western Ghats.
Sacred groves, a tradition prevalent in Western Ghats and North- eastern India is'another unique example of preserving pockets of biodiversity. The patches of vegetation. usually around a part of temple land. represent the original flora of the locality preserved in its natural form.
Non-Govemment Organisations (NGOs) A large number of Non-Government Organisations (NGOs) in the country are actively engaged in promotion of environmental awareness. The number of these voluntary groups actively involved in environmental protection in our country is in fact larger than in any other developing country. It is well established by now that NGOs and individuals. especially those at the grass-root level. are better equipped to reach people in the remote corners of the country. A list of some NGOs actively working for the protection and conservation of India's environment is given at Annexure 6.
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5. ENVIRONMENTAL CRISIS AND
INTERNATIONAL EFFORTS The fact that environmental problems were not confined to individual nations but were global in nature and existed across national frontiers was made the focal point of deliberations by United Nations in the first Conference of Human Environment held at Stockholm from June 5-16, 1972. Alarms about the pollution of environment were raised by the ecologists and the participants from 113 nations. United Nations agencies and Non-governmental organisations agreed for collective and cooperative efforts to be made to raise the standard of ecological health of the planet. Recommendation 96 of the Conference resulted in the launching of International Environmental Education Programme (lEEP). The Conference recommended Environmental Education as one of the powerful instruments to attack the world's growing environmental problems. The Conference also recommended the celebration of 5th June as World Environment Day every year. The first phase of IEEP resulted in Organisation of a series of international and regional meetings contributing to the development of global environment education awareness among nations. One such international workshop in Belgrade from October 13-22, 1975 considered and discussed emerging issues on environmental education and formulated guidelines for its further development. The Belgrade Workshop was followed by regional meetings at Brazzaville for Africa, Bangkok for Asia, Kuwait for the Arab states, Bagota for Latin America and Helsinki for Europe. Using the Belgrade charter as the starting point and frame of reference, every regional meeting was aimed at examining environmental problems of the region with special emphasis on physical, socioeconomic and cultural dimensions of each country. The outcome and recommendations of these meetings were further examined, discussed and debated upon in the intergovernmental conference organised by UNESCO in cooperation with UNEP at Tbilisi, Russia, on October 14-26, 1977. This highly significant conference not only laid down the aims and characteristics of environmental education but also suggested appropriate strategies to be adopted at the national and international levels. The conference endorsed the following goals and objectives for Environmental Education.*
Nature had enough for everyone's need but not for everyone's greed - Mahatma Gandhi
* UNESCO - UNEP International Environmental Education Programme, Environmental Education Series
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GOALS (a) to foster clear awareness of. and concern about economic, social, political and ecological interdependence in urban and rural areas.
(b) To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment.
(c) To create a new pattern of behaviour amongst individuals, groups and society as a whole towards the environment.
OBJECTIVES (a) Awareness : To help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems.
(b) Knowledge : To help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection.
(c) Skills : To help social groups and individuals acquire the skills for identifying and solving environmental problems.
(d) Participation : To provide social groups and individuals with an opportunity to be actively involved at all levels in working towards the resolution of environmental problems.
GUIDING PRINCIPLES FOR ENVIRONMENTAL EDUCATION The Tbilisi Conference also outlined a few guiding principles for environmental education.
It envisaged that Environmental Education should
- Consider the environment in its totality - natural and built, technological and social (economic, political , cultural, historical, moral, aesthetic),
- be a continuous lifelong process, beginning at the pre-school level and continuing through all formal and non-formal stages:
- be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective.
- examine major environmental issues from local, national, regional and international points of view so that students receive insights into environmental condi- tions in other geographical areas;
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- focus on current and potential environmental situations. while taking into account the historical perspective.
- explicitly consider environmental aspects in plans for development and growth.
- enable learners to have a role in planning their learning experience and provide an opportunity for making decisions and accepting their consequences;
- relate environmental sensitivity, knowledge, problem- solving skills and values clarification to every age, but with special emphasis on environmental sensitivity to the learner's own community in early years.
- help learners discover the symptoms and real causes of environmental problems;
- emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills.
- utilise diverse learning environments and a broad array of educational approaches to teaching/learning about and from the environment with the stress on prac- tical activities and first-hand experience.
These guidelines have contributed considerably toward enabling the member states to incorporate environmental dimension in their general educational policies and programmes. During the consequent phases of IEEP emphasis has been placed' on the development of content, methods and material for Environmental Education practices.
Since the Tbilisi Conference, many changes have taken place in the environment and at the same time many efforts at the international, regional and national levels have been made to- meet the challenge. Some of the recent international meets where environmental issues and problems have been directly or indirectly addressed to are:
* United Nations Conference on Environment and Development (UNCED) Earth Summit, Rio de Janeiro, Brazil, 3-14 June, 1992.
* World Conference on Human Rights, Vienna, Austria, 14-25 June, 1993.
* Global Conference on the Sustainable Development of Small Island Developing States. Bridgetown, Barbados April 25 - May 6, 1994.
* International Conference on Population and Development, Cairo, September 5-13, 1994.
* World Summit for Social Development, Copenhagen. Denmark, 6-12 March, 1995
* United Nations Conference on Human Settlements (Habitat-II) Istanbul, Turkey, 3-14 June, 1996.
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6. ROLE AND SIGNIFICANCE OF EDUCATION IN
ENVIRONMENTAL PROTECTION With the perception of environmental degradation as a major threat to the survival of any kind of living organism including man, education has been once again called upon to respond to this complex and intricate problem. Realising the potential of education in solving many complicated social problems, the Tbilisi conference laid down well defined goals and objectives to protect environment through this process. It suggested that environmental education should not, merely aim at creating awareness and developing an understanding of concepts but it should further lead to participation and actions on the part of individuals to live in harmony with nature. The guide- lines led large number of countries to include essential concepts of environment into their systems of education. India is no exception.
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Only when the last fish is caught Only when the last buffalo is killed Only when the last river is polluted And the last tree felled Only then will mankind realise That he cannot eat money
- Cree Indian Saying
From the Constitution of India
Section 48A (Directive Principles of State Policy)
" The state shall endeavour to protect and improve the environment and to safeguard the forests and wild life of the country".
Section 51-A (g) (Fundamental duties of citizens)
"It shall be the duty of every citizen of India to protect and improve the natural environment including forests, lakes, rivers and wildlife, and to have compassion for living creatures."
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NATIONAL POLICY ON EDUCATION
AND ENVIRONMENTAL CONCERNS The need to provide environmental education to all finds expression in the policy documents of the Ministry of Human Resource Development (MHRD) as well as Ministry of Environment and Forests, Govt. of India. General awareness on Environmental concepts is seen as an essential component of general education. The revised version of Educational Policy formulation, 1992 states that : "The National System of Education will be based on a national curricular framework which contains a common core along with other components including the history of India's freedom movement, the constitutional obligations and other contents essential to national identity. These elements will cut across subject areas and will be designed to promote values such as India's common cultural heritage, egalitarianism, democracy and secularism.., equality of the sexes, protection of the Environment, removal of social barriers, observance of small family norms and inculcate a sense of scientific temper".
The policy recognises the "paramount need to create a consciousness of the environment" which must "permeate all ages and all sections of society, beginning with the child" (MHRD 1992). It further reiterates that 'environmental consciousness should inform teaching in schools and colleges" and should be integrated in the entire education process.
Scheme of Environmental Orientation to School Education The national concern related to protection of the environment has been translated into action in the form of launching of various schemes at national level. Recognising the potential of education in modifying the behaviour of individuals. MHRD has introduced a centrally sponsored scheme of Environmental Orientation to school education. Since the environmental conditions and environmental concerns vary from one region of the country or state to the other, it has been considered necessary to supplement the national and state level efforts by a more intensive locale specific thrust on immediate environmental problems. The scheme envisages all educational programmes in the school to be fully harmonised with the local environmental situation and concerns. Education departments in the states/UTs have been asked to set up cells to promote and encourage environmental related activities in the school.
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Compulsory Explosure of students on Environment-Legislative
Directions The Hon'ble Supreme Court of India passed an order on 22nd November, 1991 on the writ petition (Civil) No.860/91 in case of Shri M.C. Mehta, Vs. Union of India and others. Relevant extracts of the orders are as under:
So far as education upto college level is concerned we Would require every state Govt. and every education Board concerned with education upto matriculation stage, even Intermediate Colleges to immediately take steps to enforce compulsory education on environment in a graded way. This should be so done that in the next academic year there would be compliance of this requirement.
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Financial assistance is given to the states and voluntary organi- sations on 100%, basis for projects and activities related to promo- tion of environmental education under the scheme. Some of the sugges- tive activities under the scheme include
(a) Nature study and visits to nearby sites for study of flora and fauna of the area.
(b) Study of ecological problems of the local area, educating people on the hazards of environmental pollution and participation in the conservation efforts of the community.
(c) Adoption of a locality, study of the social and ecological environment and to study the history and culture of the area.
(d) Preparation of general informative literature on environment and its dissemination.
(e) Review of the curriculum to make it locale specific.
(f) Organisation of seminars for creating environmental consciousness.
(g) Adoption of monuments for upkeep and maintenance.
(h) Setting up of school nurseries and plantation of trees.
(i) Relating instructional programme to study of environmental problems.
In order to achieve the desired objectives, the schools have been advised to take the help of voluntary organisations working in this field.
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7. ENVIRONMENTAL COMPONENTS IN
SCHOOL CURRICULUM In pursuance of the national considerations, directives and decisions. the National Council of Educational Research and Training has developed a National Curriculum Framework designed to lay down essential learning outcomes for all learners. The scheme of studies envisaged in the Framework provides sufficient scope for inclusion of environmental concepts at different stages of school education.
The courses of study at the lower primary stage include Environmental Science as one of the subject areas. It has primarily been done to help the learners develop interest in the environment. The approach is to use the environment as a laboratory or an aid to classify simple concepts or happenings in the immediate environment. The course has been divided into two components, viz., EVS-Science and EVS-Social Studies. The courses of study at upper primary stage emphasise teaching of environmental concepts as part of the syllabus. mainly in the subjects of Science and Social Sciences. Different concepts have been integrated and linked to everyday experiences of the children. Wherever possible, an effort has also been made to sensitize the learners to environmental concerns through poems, stories, essays and articles included in the subject of languages. Similarly, the courses of study at lower secondary and senior secondary stages include large number of environmental concepts in the subjects of Science, Social Science, languages. Biology, Chemistry, Geography, Economics and Sociology. Almost all major components of the environment viz.. Biosphere, Natural Resources, Human Population, Energy, Environmental Pollution. Ecology and Human impact on environment have been included in different subjects to impart relevant environmental knowledge and develop environmentally positive attitudes and values in the learners.
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Inclusion of Environmental concepts in CBSE Syllabi Keeping in view the national concerns, guidelines provided in the National Policy on Education and the directions reflected in the National Curriculum Framework, the Central Board of Secondary Education has included all major concepts related to different components of environment in its syllabi of different subjects at the secondary as well as the senior secondary stage.