School of Education, RMIT University, PO Box 71, Bundoora, Victoria 3083, Australia.
Mar Pollut Bull. 2017 Nov 30;124(2):633-638. doi: 10.1016/j.marpolbul.2017.06.069. Epub 2017 Jun 27.
Environmental education has long been recognized as critical for achieving environmental awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective participation in environmental decision-making. Since the Declaration of the 1972 United Nations Conference on the Human Environment concerns about marine pollution and ecotoxicology, among other environmental challenges, should be included in environmental education. However, in the more than forty years since this significant environmental Declaration, marine education has struggled to find a place in the school curriculum of most countries, even though issues such as climate change, chemical contamination of marine environments, coastal eutrophication, and seafood safety continue to threaten human and other species' well-being. This viewpoint discusses how marine education is marginalized in school education, and how marine specialists need to embed school education in their action plans. Particular questions include: who should be educated, about what, where and with what goals in mind?
环境教育长期以来一直被认为对于实现环境意识、价值观和态度、技能和行为与可持续发展相一致以及有效参与环境决策至关重要。自 1972 年联合国人类环境会议宣言以来，人们越来越关注海洋污染和生态毒理学等其他环境挑战，因此应该将其纳入环境教育。然而，在这一重要的环境宣言发表四十多年后，海洋教育在大多数国家的学校课程中仍然难以找到一席之地，尽管气候变化、海洋环境的化学污染、沿海富营养化和海鲜安全等问题继续威胁着人类和其他物种的福祉。本文观点讨论了海洋教育在学校教育中如何被边缘化，以及海洋专家需要如何将学校教育纳入其行动计划。具体问题包括：应该教育谁，教育什么，在哪里教育以及教育的目标是什么？
