New environmental movement organizations and green political parties

 

The way people perceive nature and the environment differs over time and between places. What are the major differences in this perception between the United States and Western Europe and how are people at other places in the world (such as indigenous people) affected by these perceptions? What are the different aspects of nature and the environment that are perceived as valuable and what kind of value is attributed to them? How does this perception and valuation shape what is articulated as an environmental problem and what is in consequence proposed as a solution?

B.

In the 1960s and 1970s new environmental movement organizations and green political parties have been created. What are the different explanations for the fact that this development took place during this period of time? What kind of environmental problems are these movement organizations and parties focusing on and what kind of solutions do they aim for? To what extent is this concern for the environment either similar or different from the concern for the conservation of nature established in the late nineteenth and early twentieth century?

Sample Solution

New environmental movement organizations and green political parties

When it comes to personal values, there are some big difference between Americans and Europeans. For example, almost 60% Americans believe it is more important to have freedom to pursue life’s goals without state interference than for the state to guarantee nobody is in need. In the European countries, on the other hand, more than half believe it is more important for the state to look after others [Pew Research Center]. Many Native Americans present similar understandings. Their reciprocal relationship with nature permeated every aspect of life from spirituality to making a living and led to a different way of seeing the world, what they might call a more environmental way of seeing the world [Annie L. Booth]. Relational value [R.V] has recently been introduced as a third class of values for understanding values of nature and are thought to sit alongside more familiar axiological categories such as instrumental and intrinsic value.

3. Technology ceasing to be centre stage in teaching and learning and becoming part of a blended learning approach combining experiential, social interaction and technology.
4. Student devices in the classroom will continue to be a contentious issue. However, there is a need for simple and robust devices that can be used and when the lesson demands. Outside the classroom personal devices will have an increasingly important role to play in playlist and self-aware learning.
5. Assessment will move away from examinations, tests and certificates towards portfolios and peer validated competence playlists (the model that’s used by LinkedIn).
Disruptors
There are a number of disruptors that will strongly influence education and education technology over the next few years.
Neuroscience
Modern neuroscience is still very young but is having a significant impact on educational thinking, mainly because of the wow factor. While it is giving us new insights into the learning process, we have to be careful simply because many of its findings are still conjectural. It is also a two-edged sword as people with anti-technology agendas are using it to promote their arguments. Over the coming three to five years we will see new discoveries, the refining and/or rejection of theories, and the need to make sure that education technology engages with the field in a mutually beneficial way.
The key findings that are significant from a technology point of view are as follows:
1. The optimum experiences through which the brain learns are more in tune with gaming than formal education. Repeated trial and error with constant failure, short tasks and rewards, multi-sensory input with an emphasis on visual 3d and a sense of ‘false danger’ all massively boost cognition and create a sense of immersion.
2. Emotional security has a massive physical impact on cognition. Safe, positive and emotionally secure situations are necessary for learning. This underscores the need to tackle cyberbullying.
3. Certain activities are better suited to non-technological solutions. A good example

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