1. The IUCN defines environmental education as follows:
Environmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertaining to an appreciation of the relationship between man, his culture and his biophysical environment. Environmental education also includes the practice of decision making and the formulation of a personal code of conduct on matters affecting the quality of the environment.
1.1 discuss why the above definition is considered to have a behavioural emphasis.
1.2 identify two Tbilisi principles that relate to this definition and explain how they can be used to promote behavioural change.
1.1 The above definition put more emphasis on behavioral traits as values are essential in the development of the skills and attitudes. The relationship between people and their surrounding environment and their culture assists in decision making which is facilitated by personal code of conduct.
1.2 They take into account the entire environment—natural and constructed, technical and social.
Lifetime process that begins in preschool and continues throughout all formal and non-formal phases.