Abstract
Non-traditional methods of environmental education allow us to better understand the natural environment in which we are living, learning, and working. In order to make the most beneficial and comprehensive environmental policy decisions, this “personal” knowledge, and therefore non-traditional approaches within environmental education, is crucial. While considering student responses to these methods, this paper will suggest definitions for traditional and non-traditional methods of environmental education, highlight examples of non-traditional methods from institutions of higher education, and embark on an exploration of the importance of these methods on fully understanding the unique setting in which the institution exists and making the most effective environmental policy decisions for the area. Concluding questions concern the successes of a general approach to environmental education versus a focused approach at the post-secondary level.
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Stelljes, L., Allen-Gil, S. (2009). A Student'S Perspective: The Benefits Of Non-Traditional Methods Of Environmental Education On Environmental Policy. In: Allen-Gil, S., Stelljes, L., Borysova, O. (eds) Addressing Global Environmental Security Through Innovative Educational Curricula. NATO Science for Peace and Security Series C: Environmental Security. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9314-2_13
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