School of Forestry and Environmental Studies & Institution for Social and Policy Studies, Yale University, New Haven, CT, USA.
Environ Manage. 2011 May;47(5):701-15. doi: 10.1007/s00267-011-9619-2. Epub 2011 Feb 26.
The environmental sciences/studies movement, with more than 1000 programs at colleges and universities in the United States and Canada, is unified by a common interest-ameliorating environmental problems through empirical enquiry and analytic judgment. Unfortunately, environmental programs have struggled in their efforts to integrate knowledge across disciplines and educate students to become sound problem solvers and leaders. We examine the environmental program movement as a policy problem, looking at overall goals, mapping trends in relation to those goals, identifying the underlying factors contributing to trends, and projecting the future. We argue that despite its shared common interest, the environmental program movement is disparate and fragmented by goal ambiguity, positivistic disciplinary approaches, and poorly rationalized curricula, pedagogies, and educational philosophies. We discuss these challenges and the nature of the changes that are needed in order to overcome them. In a subsequent article (Part 2) we propose specific strategies for improvement.
环境科学/研究运动，在美国和加拿大的高校拥有超过 1000 个项目，其统一的目标是通过实证研究和分析判断来改善环境问题。不幸的是，环境项目在努力整合跨学科知识和培养学生成为健全的问题解决者和领导者方面遇到了困难。我们将环境项目运动视为一个政策问题，着眼于总体目标，绘制与这些目标相关的趋势，确定导致趋势的潜在因素，并预测未来。我们认为，尽管环境项目运动有着共同的利益，但由于目标不明确、实证主义的学科方法以及课程、教学法和教育哲学缺乏合理的推理，它仍然是分散和零碎的。我们讨论了这些挑战以及为了克服这些挑战而需要进行的变革的性质。在后续的文章（第 2 部分）中，我们提出了具体的改进策略。
