Towards an environmental education without scientific knowledge: an attempt to create an action model based on children's experiences, emotions and perceptions about their environment

Abstract

The paper presents an alternative approach to environmental education which focuses on children's ideas and action rather than scientific knowledge. The approach is based on children's willingness and ability to act and participate in their community and environment. The paper contributes to the development of an alternative pedagogical proposition for environmental education that is inspired by critical education. The proposed action model has emerged from a one‐year qualitative, participatory research in a pilot primary school in Athens, with the active engagement of 60 children, aged 9–12. The action model describes a path from denial of action to willingness for action. It can be used to encourage children to become involved in their environment and community and to feel strong and confident to act.

Keywords:

• urban planning
• children's participation
• action
• empowerment
• self‐confidence
• action model
• environmental education

Acknowledgements

I would like to thank Professor E. Panayotatos, School of Architecture, National Technical University of Athens, who supervised the current research. I would also like to thank the three anonymous referees who inspired me to reflect on my work and take it in new directions.