Part I. educational, ecological and environment perspectives of sustainable development. –
Chapter I. Understanding environmental sustainability. –
1.1 The challenge of environmental sustainability. –
1.2 Valuing our environment: building a sustainable society. –
1.3 The biological principles of sustainability. –
1.4 Education for sustainability. –
1.5 The imperative: environmental education for sustainable development. –
1.6 The Philippine environmental education program. –
1.7 The environmental education curriculum framework. –:
1.8 Role of critical thinking in resolving environmental issues. –
1.9 Environmental education goals, indicators and goal levels. –
Summary. –
Discussion questions. –
Chapter 2. Ecological foundations of environmental education. –
2.1 The ecosystem concept. –
2.2 Ecosystem structure. –
(The abiotic component; biotic components)
2.3 Ecosystem functions. –
(Respiration; production; consumption; decomposition)
2.4 Energy flow in ecosystems. –
(Feeding relationships). –
2.5 Basic ecological principles. –
(Diversity; distribution; density; dominance; limiting factors; species interactions; evolution; succession; homeostasis). –
2.6 Biogeochemical cycles. –
(Hydrologic cycle; carbon-oxygen cycle; nitrogen cycle; phosphorus cycle)
2.7 Types of ecosystems. –
(Natural ecosystems; man-made ecosystems). –
2.8 Biomes. –
2.9 Unifying environmental themes. –
(Interdependence/interconnectedness; diversity and stability; change; balance of nature; finiteness of resources; materials cycles; population growth and carrying capacity; stewardship; sustainable development). –
Summary. –
Discussion questions. –
Chapter 3. Global environmental issues. –
3.1 The global crisis. –
3.2 Rapid population growth. –
3.3 Global climate change/global warming. –
3.4 Stratospheric ozone depletion. –
3.5 Energy sources. –
(Nonrenewable energy resources; renewable energy resources). –
3.6 Quality and quantity of water supply. –
3.7 Pressures on land/soil resources. –
(Soil/land resources problems; soil resource management). –
3.8 Exploitation of mineral resources. –
3.9 Threats to wildlife resources. –
(Extinction of species; Economic and medical importance of biodiversity; aesthetic and recreational importance; ecological importance; Methods of protecting and managing wildlife). –
3.10 Deforestation. –
3.11 Destruction of coral reefs. –
3.12 Decline in food production. –
(Sustainable agriculture; other strategies to increase the world's food supply). –
Summary. –
Discussion questions. –
Part II. Ensuring environmental sustainability: think globally, act locally. –
Chapter 4. The global agenda for sustainable development. –
4.1 The concept of sustainable development. –
4.2 The classical economic development paradigm. –
4.3 Evolution of the sustainability concept. –
4.4 The sustainable development paradigm. –
4.5 Requirements and dimensions of sustainable development. –
(Physical dimension; economic dimension; human dimension; political dimension; environmental dimension; technological dimension). –
4.6 Tests of sustainability as macro framework for sustainable development. –
4.7 The global agenda.–
Summary. –
Discussion questions. –
Chapter 5. The Philippine environment: issues and concerns. –
5.1 Population and human settlements issues. –
(Poverty and population; rapidly urbanizing areas; solid waste disposal; toxic and hazardous wastes management; air pollution). –
5.2 Concerns on natural resources depletion. –
(Deforestation/destruction of critical watersheds; rapid soil erosion; low productivity of agricultural lands; overexploitation of fishery resources; biodiversity loss; wildlife conservation and protected areas system). –
5.2 Climate change. –
5.3 Natural disasters. –
Summary. –
Discussion questions. –
Chapter 6. Philippine initiatives for sustainable development. –
6.1 Developing a strategy for sustainable development. –
6.2 The Philippine strategy for sustainable development. –
(Goal and objectives; guiding principles; general strategies). –
6.3 The human and ecological security framework. –
6.4 Philippine Council for sustainable development. –
(Mandates and functions; Structure and organization). –
6.5 Philippine Agenda 21 - The National Action Plan for sustainable development. –
6.6 The PA 21 action agenda. –
(Enabling conditions; action agenda for ecosystem critical resource). –
6.7 Monitoring and evaluation of the National Action Plan. –
(Use of sustainable development indicators; strengthening the environmental impact assessment system). –
6.8 Localizing Philippine Agenda 21. –
(Establishment of local councils/committees for sustainable development; formulation of a Local Environment Code; PA 21 and local governance; case studies on sustainable development). –
Summary. –
Discussion questions. –
Part III: moving society towards a sustainable future. –
Chapter 7. Environmental laws and policies. –
7.1 Environmental legislation and sustainable development. –
7.2 National environmental legislations. –
7.3 Environmental impact system. –
7.4 Environmental administration and implementation of environmental laws. –
7.5 Principles of International Environmental Law.–
7.6 Use of market-based approaches for environmental policy. –
7.7 Environmental standards in the International Standards Organization (ISO). –
7.8 Multilateral environmental agreements. –
(Convention on International Trade Endangered Species (CITES). –
Basel Convention on the control of transboundary movements of hazardous wastes and their disposal; Vienna framework convention on the protection of the ozone and the Montreal protocol; framework convention on climate change and the Kyoto protocol; convention on biological diversity; "PIC Convention": prior informed consent for trade of hazardous chemicals. –
Summary. –
Discussion questions. –
Chapter 8. institutionalizing environmental education. –
8.1 Environmental education and sustainable development. –
8.2 Conceptual framework of environmental education. –
8.3 Environmental Education Curriculum Framework. –
8.4 EE for General Higher Education. –
8.5 Structuring approaches and options for general environmental education. –
(Biosphere structure and processes approach; environmental issues and management themes approach). –
8.6 EE for future teachers of basic education. –
8.7 EE content for the tertiary level courses. –
8.8 Delivery of EE learning elements and teaching strategies/approaches. –
8.9 Implementing the EE curriculum. –
8.10 Assessment and evaluation. –
Summary. –
Discussion questions. –
Chapter 9. paving the path to our common future. –
9.1 The challenge of the new millennium. –
9.2 "SEEing" the future. –
9.3 Pursuing a compelling paradigm. –
9.4 Community-based initiatives. –
9.5 Business and industry initiatives. –
9.6 Networking for environmental education. –
9.7 NGOs for sustainable development. –
9.8 Media and environmental education.

"This book is a most useful tool for teaching environmental topics especially in tertiary education. While it was written to suit the requirements for environmental education in various curricular programs, environmental advocates, practitioners, students and the general public will also find this book useful as it was designed to cater to a wide latitude of clientele. It is perhaps one of the most relevant books today as it deals with a pressing issue of our time - the environment and its sustainability, with particular application to the Philippine setting.
The central theme of this book revolves around sustainable development - a paradigm shift in response to the UNCED prescriptions. It details the various concepts, requirements, actions and strategies and the critical think- ing required in efforts to address specific environmental issues. It therefore impinges on three central ideas: SUSTAINABILITY, CRITICAL THINKING and STRATEGIC ACTION.
The book also emphasizes the imperatives of concerted action of all citizens in building a sustainable future as, after all, the resulting environmental conditions of a country are a reflection of its own value system and lifestyle. Topics are presented to highlight important events affecting certain environmental situations and conditions. Legislations surrounding Philippine environmental issues deemed expedient are discussed and considered in the appropriate chapters. Overall, it emphasizes the responsibility of the individual citizens, national and local governments and all other sectors in addressing our environmental problems.
For organization and cohesiveness, the book is divided into three parts. Part I introduces the scientific and ecological framework of sustainable development and orients readers to the importance of environmental education for sustainable development in the Philippine setting. It highlights the ecological basis of sustainability and the various environmental issues prevailing worldwide. Part 2 describes the paradigm shift to ensure environmental sustainability. It deals with the state of Philippine environment with emphasis on the various ecosystem types and the initiatives and strategies being undertaken to address important issues and concerns. In particular, it seeks to establish the connection between global and local actions. Part 3 presents actions geared towards moving the country toward a sustainable future. Enabling legislations and policies in the local and global context are likewise presented to anchor various initiatives and strategies. Institutionalizing environmental education for sustained development is emphasized with corresponding strategies and integration of concepts at various educational levels.
Crosscutting approaches as well as multisectoral participation and involvement in sustainable developmen are highlighted through appropriate case studies. Another important feature of the book is the tasks intersperse throughout the different chapters specially conceived to provide educators and trainers with a basis for assess ment of performance of students and trainees alike.
The production of this book was inspired by the Philippine Association of Tertiary Level Education Instit tions in Environmental Protection and Management (PATLEPAM) which aims, among others, to publish mater als that will assist its member-institutions facilitate teaching and training particularly in the field of environment education and sustainable development. The book also represents the collective endeavor of inspired individua and institutions committed to the environment. For its shortcomings, however, we accept final responsibility."
- The Authors