The purpose of this study is to research new paradigms of environmental ethics and environmental ethics education to overcome ecological crisis and to develop an alternative model of systematic environmental ethics education for establishing eco-centred life values. According to deep ecologists, they assert the necessity of basic reorientation of crucial components of present political, economic and social orders to overcome ecological crisis today. This means the movement from the mechanistic worldview to the ecological worldview and the shift from Dominant Social Paradigm(DSP) to New Ecological Paradigm(NEP). Environmental ethics education should be 'eco-centred environmental ethics education'which makes some contribution to overcome ecological crisis and to create new alternatives. Also it should be not a simple behavior change but 'eco-centred environmental ethics education', what is called, as 'ecological literacy education'which changes the views of values, thoughts and attitudes etc. In this, as a new social curriculum, 'ecological literacy education'means to cultivate the ability which can recognize environmental problems correctly and to overcome ecological crisis wisely we face with today. To perform this ecological environmental ethics education, we suggested 'eco-centred life values', we place a criterion of moral value judgment according to 'ecological conscience'on 'life', and we presented 'an alternative model of environmental ethics education' giving consideration to human being, nature and environment at the same time.

This study examined the effect of environmental alteration and prompts on recycling behavior. An A-B-BC with a control condition design was employed. Subjects in this study were college students, professors, and employees at a university building. After a baseline phase, environmental alteration was I effect in the next phase and both environmental alteration and prompts were in effect in the final phase for the control condition. The environmental alteration consisted of providing four separation containers for the paper cups, cans recyclable paper, and the disposable on each floor in the building. The prompts consisted of providing the information about the importance of environmental preservation and how to separate the materials in the appropriate containers using an information board and pamphlets. The dependent variables were (1) the number of cans collected in can container, (2) the number of paper cups collected in cup container, (3) the rate of correct separation of cans, (4) the rate of correct separation of paper cups, and (5) the weight of disposable. The rates of correct separations of cans and paper cups were obtained by calculating the percentage of thenumber of recyclable cans and paper cups in the corresponding containers. The results indicated that environmental alteration had positive effects on all the dependent variables. Also, when the prompts were added to the environmental alteration, the incremental effect of the prompts was demonstrated. The implications and limitations of theses findings were discussed and the direction of future studies was also proposed.

This study examined the effects of prompts, environmental alteration, and feedback on reduction of food wastes. The study was conducted at a student restaurant at a university. Subjects in this study were college students, faculty members and administrative staffs at the university. An A-BC-BCD-BC within subject design was employed. After baseline phase(A), prompts and environmental alteration were manipulated in the second phase(BC). In the next phase(BCD), feedback was added in addition to the prompts and environmental alteration. In the last phase(B), all the treatments except environmental alteration were withdrawn. The dependent variables n cluded (1) total weight of food waste per day, (2), the weight of food waster per person, (3) the ratio of food waste to total food served per day, (4) total amount of monetary value for food waste to total food served per day. The results indicated that prompts and environmental alteration were affective in reducing food wastes. Thus, measures of all the dependent variables decreased when environmental alteration and prompts were manupulated. However, when feedbacks were added to prompts and environmental alteration, the additional effect of feedback was not observed. The implications and limitations of these findings were discussed and the directions of future studies were also proposed.

The purpose of this study was to review the current status and problems of the national qualification system in the Environmental field focusing on deficiencies of the regulatory system and qualities of environmental professional including the Environmental control Professional Engineer, Environmental Engineer, Environmental Industrial Engineer and Environmental field. An overview of the environmental field, its current status, domestic qualification items and training conditions in environment-related areas, laws of environmental field, and data of the job analysis were reviewed. The concrete and extensive development plans for the qualification system of the Environmental field are as follows: First of all, a job analysis should be made of on the introduction of new systems or policy modification to reflect technical changes and national policies about the environmental field in the qualification exam. Second, it is essential to prepare policies that are suitable for the qualification system in the Environmental field and that improve its effectiveness. Third, the appropriate policy measures should be taken in order to elevate the social standing of Environmental field qualification holders.

The purpose of this study was to examine and compare the current status of nonformal environmental education between civil and public organization. This study utilized a survey methodology, The survey was developed by the researchers and it has 4 subscales. The subjects consisted of 28 persons who are in charge of environmental education in civil organizations and 31 persons in public organizations. Descriptive statistics provided frequencies and percents for all demographic variables and items. Based on the findings of this study, it is firstly recommended that the government support environmental education policy that prioritizes nonformal environmental education for civil and public organizations. Secondly, both civil and public organizations should make continuing efforts for better nonformal environmental education programs and come up with practical ways to improve ability and quality of the staffs in the civil and public organizations by providing systematic reeducation programs and practical guidelines that would be applied to their daily lives.

In this study, the current status and the desirable ways for improvement of the examination system for the employment of the environmental education teachers in the secondary school were investigated. For the study, first, problems and reasons, and the counterplan of policy on the teacher connected directly with the examination employing secondary school teachers through exploration of the related literatures were analyzed; second, it was identified that the essential quality which environmental education teachers should have ready; third, the curriculum of environmental education teacher training universities and the seventh environmental curriculum were examined to provide a basis of discussion on the principle of setting questions for the employment of environmental education teachers; fourth, the number of recruitment, the number of examinee, the principle of setting questions, the composition of questions, and the distribution of scores of the examination which were carried out in the school year 2000 and 2001 were compared and analyzed; finally, the basis of the above analyses, recommendations to consider the examination system for the employment of environmental education teachers in the secondary school were presented as follows: first, the team managing the examination for the employment should reflect the aims and special contents of environmental education to discuss and decide the principle of setting questions on the environmental course; second, the proportion of subject matter education in the examination for environmental education teachers should be increased; third, the validity of questions for the examination should be clarified and the difficulty level of the questions should be low.

The importance of values has been emphasized in the aspect of the cause and solution of environmental problems. It is suggested that educational programs designed to increase environmental concern should be focused on ecocentric values. To do this, it is a prerequisite to understand the level of learners'environmental value. This study measured the level of environmental values of students in secondary schools in Seoul and identified relationship with its variables such as belief, the degree of identification, and environmental experience. We discussed on how to improve the environmental education in the aspects of fostering ecocentric values from the results of this study.

The main goal of this paper is to suggest a new path to new ecological paradigm in social environmental education. The old paradigm of environmental education consists of two elements. The first element is emphasis on the seriousness and urgency of environmental problems while the second one is the presentation of concrete action programs as solutions of environmental problems. The missing point of this paradigm is the internal process of meaning construction of actors. Any kind of social action must be based on the meaning which the actors gives to their own action. Becoming an environmentally conscious actor, therefore, actor himself needs to interpret the world from the new perspective. In this paper, we call the change of worldview in the deepest sense 'conversion'. Ecological conversion means shift from anthropocentrism to ecocentrism. In the following sections, main characteristics of ecological world view are specified and some examples of ecological confessions which reveal ecological world view are presented. In this last section, 7 ways of lifestyle change which can facilitate ecological conversion are suggested: 1) trying to be alone for a while everyday; 2) making peaceful state of mind; 3) sharpening the 'green sensitivity'; 4) creating slow way of life; 5) choosing voluntary simplicity; 6)raising spirituality; 7) practicing sharing and caring. Social environmental education in the new ecological paradigm could be considered as a starting point towards a civilizational shift from the dominant materialist civilization to the post-material ecological civilization.

The interest in environmental issues and the awareness of the importance of environmental education have been increasing. This research was carried out in part to respond to such a change, and it aims to search for and suggest ways to strengthen subject-based environmental education in Korea, the most significant part of the formal environmental education. One of the most important of this research was understanding the present status of environmental education of elementary, middle, and high schools in Korea, which was conducted by the questionnaire survey targeted to teachers on the subject-based environmental education. The survey was carried out comprehensively to include respondents from technical and home economics course as well as from vocational high schools. Through this survey, we gained information on the awareness of teachers and students on the objective, learning-teaching strategies and evaluation of environmental education as well as an understanding of the present status of environmental education in schools of Korea.

This paper presents an analysis of the Teaching and Learning for a Sustainable Future (TLSF) program, an innovative teacher education and regular professional development by the United Nations Educational, Scientific and Cultural Organization (UNESCO) employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the TLSF design is based on good research in regard to learning, teaching, and assessment now driving efforts to reform environmental teacher education. Ongoing development of the TLSF program in the research setting of an international level permits ever deeper connection with emerging curriculum theory and curriculum practice and allows new linkage as ideas are tested in research classrooms.

Offered in this paper are basic materials for development of teaching-learning programs and ways for improving energy education in elementary schools. The purpose of this study is to, firstly; analyze energy education-related contents of the seventh elementary curriculum, secondly; examine the status and needs of energy education through the investigation of questionnaire subject to teachers and students of model schools for energy education and schools, which were the model schools of energy education before. A total of 1,1635 responses (315 teachers; 1,320 students from 42 elementary schools) were analyzed through the frequency-analysis of SPSSWIN program.

This study was designed to find answers for the two questions that had been raised in the study of Lee and Fortner(2000): 1) How can the appropriateness of classification of environmental issues by perceived certainty and tangibility be improved? and 2) How are perceived certainty, tangibility, significance of environmental issues and willingness to act to solve those problems related to each other? A questionnaire consisted of 40 questions was administered to 144 college students. Results of the study revealed that classification through cluster analysis appeared to be more appropriate and credible than classification by mean scores or medians. Four major factors were found to have high positive correlations to each other as hypothesized. These results imply for environmental educators that people's attitude toward and behavior on environmental problems are likely to be more strongly and meaningfully associated with their perceptions of those problems that are subjective and flexible than physical or chemical characteristics of the problems that are frequently considered as objective.