Facilitation in Education for the Environment

The history of environmental education in Australia has been well documented (Fien, 1993; Fien & Gough, 1996; Gough, 1997) and this paper specifically focuses on the apparent acceptance of the terms education in, about, and for the environment1. Lucas (1979) first used these terms to characterise different forms of environmental education according to their program goals and to reduce the ambiguity of the term “environmental education”. In more recent times, Fien and Gough (1996) provided a useful summary of the three terms. Educational programs in the environment aim to increase the students’ awareness of particular environments by providing direct contact with the environment. Education about the environment helps students to develop knowledge to help them participate in informed debate, and encourage behaviour change and action. In contrast, education for the environment aims, to promote a willingness and ability to adopt lifestyles that are compatible with the wise use of environmental resources . . . [and] focuses on students working individually and in groups towards the resolution of environmental questions, issues, and problems. (pp. 205, 209)