3 Review(s)

The various international and regional meetings onenvironmental education (EE) organized by Une.sco since 1975,with the co-operation of the United Nations EnvironmentProgramme (UNEP), have stressed the importance of developingappropriate content and methods for the incorporation of anenvironmental dimension into various levels and types ofeducation. In this pers,pect ive, special emphasis was placed oncontent and methods which stimulate development ofinterdisciplinary teaching-learning approaches oriented towardsthe solution of concrete envl.ronmental problems.In the light of these considerations, the Unesco-UNEPInternational Environmental Education Programme (IEEP) hasundertaken the preparation of a series of publications dealing withstrategies for the integration of an environmental dimension intoschool and out-of-school education. Among the principal questionsrelated to the content of EE is that of the treatment of environmentalvalues during educational processes. In fact, the development ofa spirit of responsibility and solidarity enabling society to copewith environmental problems implies, besides proper knowledgeand skills, new attitudes and behavioural patterns towards theenvironment. These changes cannot be really brought about untilmost members of a given society have freely interiorized moreconstructive attitudes on values, which will constitute the basisfor a self-discipline ruling relationships between man and theenvironment. EE should, with this aim in view, strive to analyseand correlate the concerns and values of individuals andcommunities insofar as these affect the environment.