The term “environmental education” has been applied to so many different forms of education that we feel it is necessary to clarify what the authors of this Study Pack mean under environmental education.

Very often environmental education is confused with ecology. Indeed, some of the Black Sea languages, Russian, for example, uses the term “ecological education” instead. Environmental education is not ecology, or nature studies. Learning about living organisms, their habitats and the ways in which these organisms interact with each other and their environment is an important part of environmental education, but not the whole of it.

Perhaps, an analogy will help. Think of environmental education as a tree. The roots of this tree are chemistry, physics, biology and geography. Environmental education is science based. The trunk of this tree is ecology. The understanding of interconnectedness and interdependence of all life is central to environmental education. Beliefs and attitudes are the branches of this tree. Environmental education challenges beliefs of human superiority to other life forms and promotes attitudes of respect and care towards nature. The leaves of the tree are feelings. The leaves turn sunlight into energy for the entire tree. Without them, the tree would be lifeless and would eventually decay. It is the leaves that give the tree vitality, and meaning as a whole tree and not merely a collection of roots and branches. Equally, without the involvement of feelings, environmental education loses its purpose and effectiveness. Environmental education puts students in direct contact with nature to help them develop love and empathy for all living beings. Finally, the blossoms on the tree are signs of changing consciousness, and the fruit are actions towards a sustainable living.

The reality of present environmental situation in the world is often negative and depressing, but environmental education is careful not to promote apathy and fatalism among the young. Any presentation of an environmental problem must begin with the root causes and end with positive alternatives and possible ways of solving it. Most environmental issues are also complex. Their understanding requires an interdisciplinary synthesis. In other words, “environment” as a subject of environmental education, includes not only nature, but also society, culture, economy and politics.

To summarize, environmental education:

•  Awakens and develops feelings of love and empathy for all Life.

•  Gives knowledge about the environment in the environment.

•  Practices, through school policies and family involvement, minimal impact behaviour – conservation of water and electricity, recycling and reuse of paper and other materials, buying locally grown food, whenever possible, and growing some of your own.

•  Encourages active civic position through personal involvement in environmental protection.

All teachers who contributed to this Study Pack practice environmental education because they want to see their students choosing a sustainable lifestyle, not damaging to the environment and respectful of other present and future generations of humans and other life forms. We invite you to join us in bringing environmental education to more schools in the Black Sea region!

This Study Pack consists of two types of material, Fact Sheets and Study Sheets.

Fact sheets provide concise information on the Black Sea from the standpoint of a number of disciplines. They are designed to help specialist teachers incorporate information on the Black Sea in their regular classes. Several of the sheets were prepared by leading regional specialists in the Black Sea . In some cases, the material is rather technical in style and we have provided a glossary of important terms (or more general background information) that runs in parallel to the main text in the right-hand margin. The texts are illustrated with diagrams that may be useful when delivering the material and can also be found on the web site of the BSERP (www.bserp.org) or the University of Plymouth (www.research.plymouth.ac.uk/marine-policy).

Study sheets are intended to provide cross disciplinary classroom material on a number of key issues in the Black Sea . We consider this to be the most innovative part of the Study Pack and we have prepared it in close association with teachers from the region in order to ensure that each sheet is realistic in its goals and approach. The first part of each sheet provides a series of short pieces of factual information interspersed with group exercises, most of which can be undertaken in the classroom. The exercises are designed to be participatory and provocative. In addition, each student sheet includes a section denominated The Moral Maze which poses some of the ethical dilemmas encountered in the pursuit of sustainable development. In order to help teachers with delivery of the material and with the exercises, we have provided pedagogical notes that explain the purpose of each exercise and provide additional material in some cases. We have kept the number of study sheets quite small in recognition of the difficulty many teachers find in accommodating new materials in busy curricula. Some teachers may find it helpful to deliver some of the exercises over a number of shorter sessions.

The additional materials presented in parallel with the study pack (see contents page) provides information (1) on the practical actions that Black Sea governments are taking to protect the Black Sea ecosystem, (2) a handy reference guide to Black Sea species for student fieldwork, and (3) a participatory game to help students to understand the difficulties faced when trying to protect key species in the Black Sea.

n addition to the material provided through this programme, some schools may wish to participate in the work of Globe ( www.globe.gov ) which helps schools to establish observatories and to learn from making and interpreting their own observations.