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dc.contributor.authorReid, A
dc.contributor.authorDillon, J
dc.contributor.authorFerreira, J-A
dc.contributor.authorArdoin, N
dc.date.accessioned2021-05-28T14:44:46Z
dc.date.issued2021-06-06
dc.description.abstractThree decades have passed since approximately 1,700 scientists signed the World Scientists’ Warning to Humanity highlighting severe environmental problems and trends affecting local and global communities. To reverse the situation, their 1992 Warning argued we need to change our behaviour. In 2017, a larger group issued a second consensus statement warning that the direction and rates of environmental change had worsened and remained unsustainable. Neither document, however, identified education as a key strategy in supporting the necessary behavioural changes that could address such trends. With this in mind in this essay we argue that to avoid imperilling our future and the planet’s—and to achieve a just transition to sustainability—environmental education is a cornerstone for the social and environmental changes expected in such Warnings. We also argue that consensus on our environmental predicaments is not simply a matter for scientists; it must be supported in multiple spheres. This includes the humanities, arts, and social sciences, and wider society. Only then will contemporary calls by organisations such as UNEP and UNESCO that ‘environmental education be a core component of all education systems at all levels by 2025’, have a chance of gaining the multilateral and multileveled support the situation so urgently requires.en_GB
dc.identifier.citationPublished online 6 June 2021en_GB
dc.identifier.doi10.1080/13504622.2021.1937577
dc.identifier.urihttp://hdl.handle.net/10871/125869
dc.language.isoenen_GB
dc.publisherRoutledgeen_GB
dc.rights.embargoreasonUnder embargo until 6 December 2022 in compliance with publisher policyen_GB
dc.rights© 2021 Routledge. This version is made available under the CC-BY-NC 4.0 license: https://creativecommons.org/licenses/by-nc/4.0/
dc.subjectUNESCOen_GB
dc.subjectUNEPen_GB
dc.subjectEnvironmental educationen_GB
dc.subjectEducation for sustainable developmenten_GB
dc.subjectScientists’ warningen_GB
dc.titleScientists’ warnings and the need to reimagine, recreate, and restore environmental educationen_GB
dc.typeArticleen_GB
dc.date.available2021-05-28T14:44:46Z
dc.identifier.issn1350-4622
dc.descriptionThis is the author accepted manuscript. The final version is available from Routledge via the DOI in this recorden_GB
dc.identifier.eissn1469-5871
dc.identifier.journalEnvironmental Education Researchen_GB
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en_GB
dcterms.dateAccepted2021-05-28
rioxxterms.versionAMen_GB
rioxxterms.licenseref.startdate2021-05-28
rioxxterms.typeJournal Article/Reviewen_GB
refterms.dateFCD2021-05-28T10:24:15Z
refterms.versionFCDAM
refterms.panelCen_GB


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© 2021 Routledge. This version is made available under the CC-BY-NC 4.0 license: https://creativecommons.org/licenses/by-nc/4.0/
Except where otherwise noted, this item's licence is described as © 2021 Routledge. This version is made available under the CC-BY-NC 4.0 license: https://creativecommons.org/licenses/by-nc/4.0/