This article presents figures which show that environmental education is part of the curriculum for different subjects in West German schools. Criticism is made in the following areas: still too little time is used for environmental education; a lack of innovation in using new methods; a lack of adequate scope for teachers to shape their own teaching in a non-disciplinary, action-and situation-oriented way.
As a follow-up to the human-centred and cybernetic structuring principles described by Kattman and Schaefer in /. Biol. Educ. 10 (3), an ecological structur ing principle is discussed. This principle takes the dynamic and reciprocal relationships between man and his environment as the basis of his existence. The reciprocal relationships are characterized as the biological capacity for self-preservation, reproduction, and adaptation. Several examples from a teaching syllabus are given to illustrate this approach.
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