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===I. The Conference recommends the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional, and global levels:=== #Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural, and economic dimensions also play their part in determining/he lines of approach and the instruments whereby people may understand and m~e better use of natural resources in satisfying their needs. #Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational actions capable of meeting social needs to be taken. #A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic, and cultural aspects, and acquire the ~knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in the management of the quality of the environment. #A further basic aim of environmental education is clearly to show the economic, political, and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment. #Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment. #For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic, and esthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment. It should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems. #To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems. #Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to (a) the general nonspecialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment; (b) to particular social groups whose professional activities affect the quality of the environment; and © to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training, and efficient management of the environment should be based. #To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population: the formal education system, different forms of nonformal education, and the mass media. #To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control, and the decisions that governments may adopt in relation to the human environment.
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