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The report you are going to read is the adaptation for the Internet of a research work  I carried out in 2000, in order to obtain a postgraduate diploma in water management.

This report being particularly thick and highly detailed, I suggest you should have a look at this table of contents whose links will take you  immediately to the corresponding parts.

Chapter I : Environmental education (EE) and water education.

I / The need for water education : does water need to be respected ? 

A / A source of life which has to be respected. 

B / Behaviours compatible with sustainable development. 

1-         Sustainable development : definition.

2-         Sustainable development :  history and contributions relating to education. 

3-        Applying the principles of  sustainable development  to water management.

II / Environmental Education : definition, methods and approaches. 

A / A basic dimension of education.  

B / Pedagogical methods of environmental education.

1-        Highly involving pedagogies.

·         Project-based pedagogy.

·         Environmental-based training.

2-         Moderately involving pedagogies. 

·        Objective-based pedagogy.

3-         Little involving pedagogies. 

·         Interpretation.

·         “Traditional" pedagogy

C / Pedagogical approaches of Environmental Education. 

1-        Consciousness raising

·         Through senses.

·         Through games.

·         Through concept.

2-        Going deeper 

·         Through a scientific way of proceeding.

·         Through a systemic approach.

·         Through an artistic approach..

·         Through an Environmental Citizenship approach.

Chapter II : Actual French water education : tools and pedagogical actions.

I / A plural education.

A / A huge number of actors.  

B / A practical reason. 

C / A constructivism-based education. 

II / Water education:  pedagogical tools.

A / The "paper documents". 

1-        The documents of the Agence de l’Eau Rhin-Meuse.

2-        The documents of the Agence de l’Eau Rhône Méditerranée Corse.

3-        The documents of the Agence Artois-Picardie. 

B / The technological marvels. 

1-        CD-Rom. 

2-        The Internet.

C / A field tool : the tool kit. 

D / The first tool : perception. 

1-        Perception and translation. 

2-        NLP contributions.

III / The pedagogical actions of water education.

A / Water classes. 

1-       The water issue taught in a class. 

2-       A future anticipation and a progressive evolution.

3-       The " Seine-Normandie’s protocol".

4-       Don’t give a fish to Chang. 

5-        "Eau partagée", the awakening of a civic awareness. 

6-        Activities on the bank.

B / "Partnership actions". 

C /  Demonstrations. 

1-         Conferences.

2-         Exhibitions.

3-         One-theme-days.

4-         Politicians’ day.

D / An unusual way of developing tourism. 

E / Thoughts about the agricultural issue. 

Chapter III :  systemic, citizen and individual water education 

I / From an analytic thought to a systemic one. 

II / Water education and responsible citizenship.

III / For an individual-oriented educational approach. 

                A / Two cases : Montreal and Osaka. 

                B / The issue depends on a cultural point of view.

C / A quite well-adapted experiment : the town of Lorient.

D / Thoughts about the audiovisual tool. 

E / Behaviour and psychology :  twists and turns   ! 

1-         A simple transistor. 

2-         Beware of the doors ! 

3-         Social psychology and energy saving.

F / Conclusion. 

Bibliography.