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Everything You Need to Know on a Single Page !

Water is a source of life which has to be respected, consequently applying the principles of sustainable development to the water issue seems to be necessary : using the resource in a way which would allow to meet the needs of the present generation without compromising the ability of future generations to meet their own needs.

This necessity not only concerns politicians, but also ordinary citizens, and this, even in industrialized societies.

One of the ways to reach this goal, or at least to try to reach it, is to educate the general public about  respect for water. Here Environmental Education or Environmental Citizenship Education can find its full meaning.

It can use more or less involving methods according to its objectives or its public and its multiple approaches allow to make way for public awareness or for a deeper study.

In France, this kind of education is pluralist and based on the constructivist theories. It’s mainly group-oriented and intended to young generations. It tends to be both sparse and network-structured.

It uses tools from the most traditional to the most modern ones : paper, electronics, or just oral. It finds its expression during water classes, events or conferences, or on the occasion of several partners grouping educational projects.

While it can turn a consumption tourism into an exchange one, this by taking up notions such as  patrimony and cultural identity, it gives up its academic aspect when it meets the agricultural world and becomes a guide.

But which kind of pedagogical objectives should we give priority to ? And who should be taught ?

If we consider that man has taken distance from the ecosystem, it seems necessary to teach him how to access to a systemic vision of it. Hence a better autonomous and responsible conception of its citizenship can be brought forward.

Every culture being both collective and individual, shouldn’t we orient our educational work to the individual person ?

This is what pedagogical close-actions do, a trend which is appearing in France and which is already known elsewhere. Eco-districts of Montreal, Water Info bus of Lorient.

And since we talk about the individual, let’s talk about psychology, and especially, social psychology. Ideas, behaviours, and intern decision processes are central to the issue. So couldn’t we imagine the contributions of social psychologist to be used and transposed for the benefit of a new pedagogical approach about the respect for water and environment ?