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281.More information
AbstractIn the 1960s, societies around the world gradually became aware of the scope, severity and complexity of the diverse environmental problems affecting our planet. Despite the intentions and commitments expressed by our political and curricular decision-makers, environmental education (EE) actions seem to take place in informal educational settings, but rarely at the school. However, we notice a tendency to include elements of environmental education in the classroom, particularly as part of Québec's science programs. The question of “sharing the planet” will therefore be examined from this perspective. Illustrating the topic with the example of recent changes to the Science and Technology Program in Québec schools, this article shows how a variety of EE elements can contribute to enriching the meaning of students' lives, thus helping them to build their personal and social identities. The article also demonstrates that integrating EE elements can contribute to resolving socio-ecological problems, with a focus on citizen action. Certain limits to this integration approach are also presented.
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