The Social Context of Environmental Education: The Case of the Amboseli Ecosystem, Kajiado, Kenya

Abstract

Approaches towards the conservation of the environment range from the traditional authoritarian (paternalistic) approach to communitybased approaches. In between lie questions of whether the underlying philosophy should be couched in terms of moralism or materialism. Exponents of the former contend that an intrinsic value is to be gained by conserving the environment, quite apart from the material benefits that might accrue. Conservation must also be premised on the spiritual satisfaction that is derived from the connection with the universe (Kellert 1996: 209, 217). But the philosophy of conservation is probably not the most critical agony of the environmental educationists. Rather, it is the methodology of that education. How do people participate in environmental projects?