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Greening the Curriculum: Current Trends in Environmental Education in Israel's Public Schools

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Abstract

The importance of environmental education as part of national strategies for sustainability is recognized throughout the world. In recent years, substantial efforts and many millions of shekels have been invested in developing environmental education programs in Israel's schools. Unfortunately, outcomes in terms of pupils' environmental literacy are far from satisfying. This article reviews the origins of environmental education in Israel, considers its evolution, describes the present situation within Israel's educational system, as well as the major educational programs that are active in Israel today. Israel's educational goals remain centered on security, economics, and industrial needs, without internalizing the significance of environment quality as a critical factor for healthy global and national futures as well as a prerequisite for a sustainable prosperity. The article reviews ideas for improving existing levels of environmental education and increasing the commitment of teachers and schools to inculcating related knowledge and values.

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... In recent years, Israel has demonstrated significant progress in implementing EfS at the national level, and the Israeli Ministry of Education, in conjunction with the Ministry of Environmental Protection, promote such education in schools. One of the significant steps taken by these departments is the transformation of educational institutions into 'green' educational institutions (Sagy & Tal, 2015;Tal & Peled, 2017). Nevertheless, despite the steps taken in Israel in recent years towards enhancing EfS, some claim that implementing environmental education in schools is challenging due to a number of factors: there is no structured, compulsory curriculum; there is a scarcity of appropriate study materials; and there is a shortage of qualified teachers (Abramovich & Loria, 2015;Negev, Sagy, Garb, Salzberg & Tal, 2008;Tal & Abramovich, 2013;Tal & Peled, 2017). ...
... Nevertheless, despite the steps taken in Israel in recent years towards enhancing EfS, some claim that implementing environmental education in schools is challenging due to a number of factors: there is no structured, compulsory curriculum; there is a scarcity of appropriate study materials; and there is a shortage of qualified teachers (Abramovich & Loria, 2015;Negev, Sagy, Garb, Salzberg & Tal, 2008;Tal & Abramovich, 2013;Tal & Peled, 2017). Most importantly, the absence of a clear, unified, vision means that environmental education cannot realize its full potential since each educator contributes according to their own personal perceptions and the actions they are individually familiar with (Sagy & Tal, 2015;Tal & Abramovich, 2013;Tal & Peled, 2017). ...
... In recent years, there has been initiation of a program towards educational institutions accreditation as 'green schools' (Sagy & Tal, 2015), that is, schools that offer unique programs in environmental issues, provide activities that encourage the sensible use and reduced consumption of resources, and cultivate and promote environmental projects in the community -all according to values defined by the Ministry of Environmental Protection. In ...
... In recent years, Israel has demonstrated significant progress in implementing EfS at the national level, and the Israeli Ministry of Education, in conjunction with the Ministry of Environmental Protection, promote such education in schools. One of the significant steps taken by these departments is the transformation of educational institutions into 'green' educational institutions (Sagy & Tal, 2015;Tal & Peled, 2017). Nevertheless, despite the steps taken in Israel in recent years towards enhancing EfS, some claim that implementing environmental education in schools is challenging due to a number of factors: there is no structured, compulsory curriculum; there is a scarcity of appropriate study materials; and there is a shortage of qualified teachers (Abramovich & Loria, 2015;Negev, Sagy, Garb, Salzberg & Tal, 2008;Tal & Abramovich, 2013;Tal & Peled, 2017). ...
... Nevertheless, despite the steps taken in Israel in recent years towards enhancing EfS, some claim that implementing environmental education in schools is challenging due to a number of factors: there is no structured, compulsory curriculum; there is a scarcity of appropriate study materials; and there is a shortage of qualified teachers (Abramovich & Loria, 2015;Negev, Sagy, Garb, Salzberg & Tal, 2008;Tal & Abramovich, 2013;Tal & Peled, 2017). Most importantly, the absence of a clear, unified, vision means that environmental education cannot realize its full potential since each educator contributes according to their own personal perceptions and the actions they are individually familiar with (Sagy & Tal, 2015;Tal & Abramovich, 2013;Tal & Peled, 2017). ...
... In recent years, there has been initiation of a program towards educational institutions accreditation as 'green schools' (Sagy & Tal, 2015), that is, schools that offer unique programs in environmental issues, provide activities that encourage the sensible use and reduced consumption of resources, and cultivate and promote environmental projects in the community -all according to values defined by the Ministry of Environmental Protection. In ...
... In fact, education is perceived as important because, through the learning process, individuals or communities that are intellectual, active, understanding and able to recognize good or bad can be produced [3,4]. Importance Environmental education is part of a national strategy to sustain sustainability around the world [5] and it is parallel to the international awareness movement through Sustainable Development Goals (SDGs). ...
... However, there are items with a low percentage of 'yes' responses, including item 10, referring to the attitude of "do not care about cleanliness of house", where ten per cent of respondents agreed with that attitude, while 83.4 per cent of respondents chose 'no', meaning they disagreed with the attitude. The same goes to for item 66 5 12, which is "do not want to cooperate in any cleaning activities": 18.2 per cent of respondents chose 'yes' to support that attitude, while 81.4 per cent chose 'no'. ...
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The study aimed to examine the knowledge, attitude and practices of environmental sustainability of pre-school students in Malaysia. This study applied a quantitative method comprising questionnaires with 500 pre-school students. Research variables were knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices. Most variables including knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices were at high levels. While, the analysis of correlation test explained that there was a significant relationship between every variables. It can be concluded that a high level of knowledge does not give effect in increasing the sustainability practices of students. Therefore, a strong commitment from teachers are requires to improve the knowledge, attitude and practice of sustainability in the early stages of education. The readiness of early childhood education teachers in respect of continuous training in various sustainability activities is a vital requirement to systematically and effectively apply sustainability practices.
... Before the government decision and more so after it, attempts were made to develop programs for environmental education and implement them into the Israeli school system. Despite the efforts invested in these programs, environmental literacy is still in its infancy (Sagy, 2010, Sagy & Tal, 2015. ...
... Some elective activities contradict each other. Unfortunately, the outcomes of the EfS programs in Israel, in terms of pupils' environmental literacy, are far from satisfying (Sagy & Tal, 2015). ...
... As in other countries, the issue of environmental sustainability is gaining attention within Israel's educational system. Sagy and Tal (2015) reported that environmental issues are an integral part of the ethos of the Israeli society and have deep historical roots within the Zionist movement. In 2004, the MOE defined as a standard, the need to learn about environmental sustainability as part of the core curriculum for primary schools. ...
... In 2004, the MOE defined as a standard, the need to learn about environmental sustainability as part of the core curriculum for primary schools. However, in practice, this subject is being marginalized and taught only in the areas of science and technology as teachers are lacking appropriate knowledge and skills, learning materials are not updated, and the resources for advancing environmental education are scarce (Sagy and Tal, 2015). Moreover, there are indications that there is no compatibility between parents and schools in regard to the sustainability agenda (Eilam and Trop, 2013). ...
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This study views school as a platform for leading social change in the local community, with a particular emphasis on the school’s parents as a part of that community. As such, taking the case of a green school, we examined the relative effects of three means –outreach, communication and attentiveness to the local community’s needs – that can instill new norms and behavior among parents. A sample of 95 parents of fifth and sixth grade students answered a questionnaire. It was found that the school’s means for leading change had different impacts on parents’ attitudes and behavior. However, the findings supported that educators could be regarded as institutional carriers of social change through a relational system.
... Ecocentrism recognizes the intrinsic value of nature and the role played by humans in protecting and conserving the environment (Kopnina, 2017;Cocks & Simpson, 2015;Imram et al., 2014;McDonald, 2014;Kaufman, 2003;Brady & Pratt, 2005). This view of an equal relationship between humans and the environment (Cocks & Simpson, 2015;Nauda, 2017;Sagy & Tal, 2015) is important in developing peoples' environmental attitudes towards environmental problems. As an attitudinal outcome, ecocentrism can be achieved through environmental education and environmental communication. ...
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... As a result, few schools have implemented environmental education in an extensive manner. In many schools, the "green" remains mainly on the surface (Tal, 2020), meaning that students are not systematically exposed to the ideas of environmental education and that preservice teachers are not obligated to study it (Sagy & Tal, 2015). For this reason, it is important to study the perspectives of environmental educators, who do implement it in this context. ...
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Education systems and environmental education professionals have been challenged by the COVID-19 pandemic and the sharp transition to distance learning that has necessitated a rapid response. Environmental education as part of a social-ecological system is dependent on the adaptability and the scope of the change with which the system responds to crisis. It is therefore important to explore the ways in which environmental educators choose to increase students’ proximity to nature under conditions of lockdown. The aim of this study, therefore, was to examine environmental educators’ perspective on and teaching methods for implementing environmental education under distance learning conditions. To this end, we conducted 16 interviews and analysed teaching methods (e.g. videos, lesson plans and written assignments) that were used by Israeli environmental educators in March–April 2020. The findings highlight the creativity of the educators who used a variety of teaching methods, involving active/passive learning and the direct/indirect experience of nature, using nature for observation, investigation and in-depth personal, social and environmental learning. The study’s contribution stems from its exploration of the crisis from the perspective of environmental education in the context of social-ecological systems. Key findings present challenges (e.g. lack of direct outdoor interaction and feedback) and opportunities (e.g. public access to online lectures and the nationwide sharing of teaching materials) that were faced by environmental educators in Israel and that led to the development of diverse teaching methods for contending with the crisis. The study recommends incorporating diverse activities in nature, implementing outdoor teacher training for all teachers and creating professional teacher networks.
... On the one hand, love of nature is a hallmark of Jewish sentiments of return and connection to an ancestral homeland (De-Shalit, 1995;Dromi & Shani, 2020). Outdoor education was a major element in the early days of the Jewish settlement and formation of the Israeli state (Bar-Gal & Bar-Gal, 2008;Sagy & Tal, 2015), and its influence continues to be evident in youth movements and formal and informal education, like Hugey Sayarut of the Jewish National Fund and the ministry of education's SHELACH (an acronym meaning Field-Nation-Society) programs. A deep love of nature is also central to Palestinian and other non-Jewish local traditions, including elaborate foraging practices, know-how, more-than-human relations, and other-than-human symbolism. ...
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... Unfortunately, the results in terms of environmental literacy between countries and, specifically, students, are far from satisfactory, mainly because the government of each country has different priorities. For instance, Israel's educational goals remain focused on security, the economy, and industrial needs, without internalizing environmental issues (Sagy & Tal, 2015), and Australian education policies do not provide opportunities to generate empowerment through education be integrated into the work of the sustainable development goals (Morley, 2020). ...
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... In recent years, there has been the initiation of a program toward educational institutions' accreditation as 'green schools' (Sagy & Tal, 2015), that is, schools that offer unique programs on environmental issues, provide activities that encourage the sensible use and reduced consumption of resources, and cultivate and promote environmental projects in the communityall according to values defined by the Ministry of Environmental Protection. ...
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The environment-based curriculum has not been simultaneously conceptualized and has not been optimally integrated into learning activities in Madrasah Ibtidaiyah (Islamic elementary school). Furthermore, the Madrasah environment as a learning resource has not been fully utilized. Therefore, the purpose of this research was to find out how an environment-based curriculum was applied during the Covid-19 pandemic and to describe the strengthening of character values in Madrasah Ibtidaiyah. This research was conducted at Madrasah Ibtidaiyah Darul Ulum, Cirebon City, West Java. Observation, interviews, and documentation were employed to collect data. The collected data were then analyzed by data reduction, data presentation, and data verification. The data analysis was interactive and triangulation was used to ensure data validity. The results showed that the implementation of the environment-based curriculum at Madrasah Ibtidaiyah Darul Ulum during the Covid-19 pandemic was integrated into subjects through activities such as house-waste recycling, land management and tree planting at home, energy-saving habits, and plastic-use reduction at home. The results suggest that teachers instill environmental awareness from an early age and use the environment as a learning tool.
... Ecocentrism recognizes the intrinsic value of nature and the role played by humans in protecting and conserving the environment (Kopnina, 2017;Cocks & Simpson, 2015;Imram et al., 2014;McDonald, 2014;Kaufman, 2003;Brady & Pratt, 2005). This view of an equal relationship between humans and the environment (Cocks & Simpson, 2015;Nauda, 2017;Sagy & Tal, 2015) is important in developing peoples' environmental attitudes towards environmental problems. As an attitudinal outcome, ecocentrism can be achieved through environmental education and environmental communication. ...
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Recent developments in Environmental Communication furthered the importance of tool development to measure practice with ecocentric orientation. This research aimed to develop a tool that can measure the level of ecocentrism. This research employed a descriptive research design, and a survey was used as the primary data gathering method. The ecocentric-driven environmental communication tool has undergone four phases: the development of indicators, generation of reliability evidence, and determination of limitations, and refinement of tool. The tool was administered to 225 fourth-year college students of De La Salle University-Dasmariñas (DLSU-D), a higher education institution that explicitly integrated ecocentrism in its curriculum. Mean, percentage, and frequency count were used to analyze the socio-demographic and environmental communication. Chi-square Likelihood Ratio was also used to analyze the relationship between environmental communication and ecocentrism. The novel output of this research was the identification of aspects of ecocentrism, namely, impacts of human activities on the environment, environmental awareness, sustainable practices, environmental stewardship, collective action, and compliance with environmental laws. The research was able to develop probing items for each aspect. It was recommended that the probing items be developed based on the specific environmental contexts.
... Ecocentrism recognizes the intrinsic value of nature and the role played by humans in protecting and conserving the environment (Kopnina, 2017;Cocks & Simpson, 2015;Imram et al., 2014;McDonald, 2014;Kaufman, 2003;Brady & Pratt, 2005). This view of an equal relationship between humans and the environment (Cocks & Simpson, 2015;Nauda, 2017;Sagy & Tal, 2015) is important in developing peoples' environmental attitudes towards environmental problems. As an attitudinal outcome, ecocentrism can be achieved through environmental education and environmental communication. ...
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Capping the final issue for the pandemic year 2021 is the release of the journal's tenth issue, Volume 4.4 (October-December 2021). The issue features 16 interesting papers which discussed various topics on mental health, spiritual well-being, quality of available healthcare services, online teaching pedagogy, electronic evidence, school management, a course review of the Readings in Philippine History, research productivity in the Philippines, national census data utility, the effect of the farmer field school, and development of a tool to measure kapwa, ecocentrism, and model for social communication. READ FULL TEXTS HERE: https://philssj.org/index.php/main/issue/view/12
... The "National Education Law" promulgated four years later emphasizes that students should be encouraged to participate in environmental protection activities, further clarifying the status of environmental education in the national education system. In 1992, under the guidance of the UN's "Agenda 21", Israel decided to make environmental protection education a core part of the national strategy [7]. In 2004, the Israeli Ministry of Education issued the "Standard Document" for Israel's Sustainable Development Education Curriculum based on the "Israel's Sustainable Development Strategic Plan", which was implemented by many schools. ...
... In this respect, a growing number of works are dealing with these issues. For instance, very popular terms are emerging such as "greening" the school [93], the curriculum [94] or the education [95], or focused ethics such as "ethical school" [96], "ethical education" [97] and "education for sustainable development" [98], between others. All these terms are, in fact, closely associated to the construction of new knowledge related to sustainability, and the ability of developing sustainable practices and actions for the near future but there is no agreement about the best combination of competencies for this end. ...
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... For over a decade, Israel's Ministry of Environmental Protection has sponsored a program whereby schools can be accredited for environmentally conscientious performance (Sagy & Tal, 2015). Green Schools are certified for a variety of environmental activities, among which is the establishment of a group of students that is in charge of leading environmental activities in school under the guidance of a teacher. ...
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... Teachers in nature kindergartens allowing child-animal interactions are very useful for children and they benefit from it (Melson, 2003). Nature-oriented schooling involving child-animal interaction is not very common in Israel (Sagy & Tal, 2015). One reason for the low level of introduction of children-animal interactions to kindergartens may be a sign of conservatism in many educational systems and/or might be related to the fear of the risks associated with the interactions with animals (e.g. ...
... Their objective knowledge supports this conclusion: for the less familiar subjects, more than 50% of the students could not provide, or provided an incorrect explanation, indicating their lack of actual knowledge. This state of affairs has been identified in other studies that examined EL-characteristics of Israeli HE students Yavetz, Goldman, and Pe'er 2009) and may reflect the conventional disciplinary science education oriented emphasis on 'environment' in high school (Sagy and Tal 2015;Tal 2004) as well as in the majority of courses in undergraduate programs. This makes it all the more important that sustainability-oriented integrative programs, which are the focus of this study, address those contemporary and less emphasized dimensions of sustainability (Fien 2007) which are crucial for a holistic and socially critical comprehension of environmental challenges. ...
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... From the 1970s, the Israeli Ministry of Education began to add environmental issues into traditional school subjects such as sciences, biology, and nature studies. In recent years, substantial efforts and resources have been invested in developing environmental education programs in the Israeli school system(Sagy & Tal, 2015). Elementary schools in Israel are obligated to teach 'environmental studies' as an integral part of the curriculum, while schools can join environmental networks related to the Ministry of Environmental Protection (Pizmony-Levy, 2011). ...
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... These differences respond to sectorial cultural needs, especially insofar as curriculum planning is concerned. In practice, the national religious sector enjoys a high degree of administrative and instructional autonomy, largely controlling its schools' curriculum content and emphases, with a considerable measure of choice left to each such institution (Gonen and Alon, 2015;Resh and Benavot, 2005). ...
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... Fen Bilgisi dersi öğretim programında, çevre eğitimine yönelik bilişsel yönü ağırlıklı bir yaklaşım varken; Hayat Bilgisi, Sosyal Bilgiler ve Türkçe derslerinde ağırlıklı olarak duyuşsal alana hitap etmek hedeflenmiştir. Bu durum, derslerin genel hedef ve içerikleri göz önüne alındığında normal karşılanmaktadır ki farklı ülkelerin öğretim programlarında da benzer tabloların varlığı yapılan araştırmalar ile (Littledyke, 1997;Sagy ve Tal, 2015) ortaya konmuştur. ...
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The adequate preparation of teacher education students in environmental education is a prerequisite for their future ability to design and implement effective environmental education. This longitudinal study compared the environmental literacy of 214 students at the onset and towards the end of their studies, in three academic colleges of education in Israel. A questionnaire and a paired pre‐test–post‐test design were used to explore environmental literacy variables and their perceptions regarding the contribution of their college studies to their environmental literacy and worldviews. Students towards the end of their studies reported increased involvement in most of the study’s environmental behaviour categories as compared to the beginning. Despite this, the pattern characterizing their environmental behaviour did not change: a negative relationship was found between the frequency at which they engaged in different behaviour categories and the environmental‐commitment‐level of the corresponding category. Overall, while their environmental attitudes were positive, both as beginning and advanced students, their level of environmental knowledge remained low. Advanced students noted the limited contribution of their studies to the development of their environmental literacy and worldviews. In spite of the improvement in students’ environmental literacy over the course of their studies, the levels of their environmental literacy towards the end of studies are still inadequate for educators. The findings from this study are of relevance to decision makers bringing environmental education into the policy of teacher education institutions, and for program developers, on effective directions for integrating environmental education given the structures and frameworks of current programs.
Article
The authors conducted a national survey of 6th- and 12th-grade students in Israel to evaluate their environmental literacy, including the dimensions of environmental knowledge, attitudes, and behavior. In this article, the authors present the results of the survey, the correlations between these different dimensions, and their associations with demographic and experiential data. The authors did not find a significant correlation between knowledge and behavior. Ethnic and socioeconomic characteristics were moderately associated with environmental literacy, whereas the presence of an adult who mediated children's relation to nature was strongly related to environmental attitudes and behavior and weakly related to knowledge. The results suggest that the intended objectives of environmental education in Israel have not been achieved. The authors call for additional research to identify ways to improve environmental education in the Israeli public schools.
Article
Is the argument that we can only conceive of the ‘environment’ in political terms far‐fetched? Is an objective understanding of the concept of the ‘environment’ possible? By an analysis of three phases in the relationship between Zionism and the environment, it can be argued, first, that not only the developmental but also the romantic attitudes to the environment regard the latter instrumentally and both constitute political definitions of the environment; and second, that a direct transition from a romantic‐ruralist attitude to the environment to a modern, scientifically‐based environmentalism is — at least in Israel ‐ impossible, and that the anti‐thesis of the ethos of development has been necessary for the instrumental and political approach to the environment to be abandoned and the environment related to as it is. Further, the shift from the objective to the political conception of the environment raises certain general theoretical questions.
Article
I examine selected history textbooks marketed in the USA, Canada, Australia, and New Zealand. My focus is on representations of indigenous peoples and their place in the text. In design, these textbooks tend to balance inclusively the best of a nation's history with the text of progress. But when compared in a global context, indigenous history, past and present, works as a counter‐text that undercuts the dominant myth of progress, troubling the symbolic coherence of this narrative and the imagined unity of national identity. I seek to articulate an appropriate, in global context, a transnational framework of historical representation, which connects indigenous history with worlds beyond the nation.
Article
How the challenge of teaching the Bible was met by educators who were members of the Kibbutz and Labor movements during the years before the establishment of the Israeli State is the subject of the following essay. Years ago, Jacobus Schoneveld, (1976), recently followed by Asher Shkedi (2004) proposed dividing educators of the Labor and Kibbutz movements into three types: those who wished to stress “national reconstruction,” those directed toward teaching a “universal humanism” and those seeking to awaken “moral dialogue” and achieve “personal growth.” In fact, such clear-cut lines of demarcation did not exist. The goals were these, but approaches themselves were always mixed. One distinguishes educational goals better by a more simple division into the questions of what is to be taught (religious versus Secular materials) and through which ancillary disciplines. Doing so has the virtue of highlighting how these educators were animated by their quest after how best to teach Biblical morality with the aim of “shaping” the student or achieving “emulation,” especially by generating a “dialogue” between the pupil and the biblical text, leading to “personal growth.” These emphases tell us much about the pre-State educational mentality and pedagogical ideals.
What Do Schools Teach?" in e Hidden Curriculum and Moral Education: Deception or Discovery?
  • Michael Apple
  • Nancy Smith
Michael Apple and Nancy Smith, "What Do Schools Teach?" in e Hidden Curriculum and Moral Education: Deception or Discovery?, ed. Henry A. Giroux and David Purpel (Berkeley, ), -.
Paradigms Shifts of Environmental Education in Israel
  • Eilon Schwartz
Eilon Schwartz, "Paradigms Shifts of Environmental Education in Israel," in A Place for inking-A Reader in Contemporary Environmental inking and Contemplation, ed. Jeremy Benstein (Tel-Aviv, ), - [Hebrew].
Homeland, Society and Citizenship
  • Moe
MoE, "Homeland, Society and Citizenship," accessed August , http:// meyda.education.gov.il/files/Tochniyot_Limudim/moledet/.pdf. 10. Schwartz, "Paradigms Shifts".
 years of developing curriculums in environmental quality in Israel, a reflective assessment of seized and missed opportunities
  • Abraham Blum
Abraham Blum, " years of developing curriculums in environmental quality in Israel, a reflective assessment of seized and missed opportunities," in From eory to Practice, Vol. , Department of Planning and Developing Curriculums ( Jerusalem, ) [Hebrew], accessed  March , http://www.education.gov.il/ tochniyot_Limudim/halacha/blum_ichut_hasviva.htm.
 years of developing curriculums " ; MoE, Standards and bench-marks in Science and Technology to Elementary School
  • Blumhebrew
Blum, "  years of developing curriculums " ; MoE, Standards and bench-marks in Science and Technology to Elementary School ( Jerusalem, ) [Hebrew], accessed  January , http://cms.education.gov.il/EducationCMS/Units/ Tochniyot_Limudim/science_tech/Standartim/StandartMada.htm.
 years of developing curriculums
  • Blum
Blum, " years of developing curriculums".
Government Decision No.  made on  May  ( Jerusalem, ) (Hebrew), accessed 
  • Strategic Plan
  • Israel Sustainable
  • Development
Strategic Plan for Israel Sustainable Development. Government Decision No.  made on  May  ( Jerusalem, ) (Hebrew), accessed  January , http://old.sviva.gov. il/Enviroment/bin/en.jsp?enPage=BlankPage&enDisplay=view&enDispWhat= object&enDispWho=NewsEl&enZone=gov_decisions&enVersion=&;
 years of developing curriculums " , based on MoE
  • Abraham According
  • Blum
According to Abraham Blum, "  years of developing curriculums ", based on MoE, Curriculum—Science and Technology Studies in Elementary School ( Jerusalem, ).
Environmental Education for Everyone: Comprehensive Educational Approach
  • Revital Tal
Revital Tal, ed., "Environmental Education for Everyone: Comprehensive Educational Approach," in National Priorities in the field of Environmental Quality in Israel, Vol. A., Environmental Education in Israel (Haifa, ) [Hebrew].
Training Teachers for Environmental Education in Israel-Situation Report. National Priorities in the field of Environmental Quality in Israel
  • Dafna Goldman
Dafna Goldman, "Training Teachers for Environmental Education in
Pro-moting Education for Sustainability in the Haredi Sector Report to the chief scientist of the Israel Ministry of Environment
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Ministry of Environment, Maya Negev, Yaakov Garb, Jeremy Benstein, Pro-moting Education for Sustainability in the Haredi Sector. Report to the chief scientist of the Israel Ministry of Environment ( Jerusalem, ) [Hebrew], accessed  January , http://old.sviva.gov.il/Enviroment/bin/en.jsp?enPage=BlankPage& enDisplay=view&enDispWhat=object&enDispWho=mechkarimEl& enZone=pirsum_Mechkarim&enVersion=&.
Environmental Sciences' in the Th e Sh eri da n Pr ess Greening the Curriculum •  Educational System. National Priorities in the field of Environmental Quality in Israel
  • Israel Visenstern
Israel Visenstern, " e Subject of 'Environmental Sciences' in the Th e Sh eri da n Pr ess Greening the Curriculum •  Educational System. National Priorities in the field of Environmental Quality in Israel," in Environmental Education in Israel, Vol. A (Haifa, ) [Hebrew].
Subject of 'Environmental Sciences
  • Visenstein
Visenstein, " e Subject of 'Environmental Sciences' ".
) [Hebrew]; Israel Ministry of Education, STS Supervision—Science and Technology in Society
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  • Supervision—science
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MoE, STS Supervision—Science and Technology in Society. Teaching Science and Technology in Society—STS ( Jerusalem, ) [Hebrew]; Israel Ministry of Education, STS Supervision—Science and Technology in Society. Update Booklet No.. ( Jerusalem, ) [Hebrew].
Protocol Comments of Prof Ramy Rachmimov, Chief Scientist in the Ministry of Health and Head of the Biology Subject Committee in the MoE
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Committee of Education, Culture and Sports, Protocol Comments of Prof. Ramy Rachmimov, Chief Scientist in the Ministry of Health and Head of the Biology Subject Committee in the MoE ( Jerusalem, ) [Hebrew], accessed  January , http://www.google.co.il/url?sa=t&rct=j&q=‫רמי‬ ‫החינוך‬‫ועדת‬‫פרוטוקול‬‫&רחמימוב‬source=web&cd=&ved=CEEQFjAC &url=httpAFFwww.knesset.gov.ilFprotocolsFdataFrtfFmada F--.rtf&ei=clDUKjfMuelQXy-IHADw&usg=AFQjCNHWM PuGnQgrkpechkViPzw&sig=IOnEjhmVJxazsOoVw&bvm=bv. ,d.dk.
Interview with David Dunitz, Acting Manager of the Karev Fund and Heshel Center's " Green Network
  • Ibid
  • Th
  • Sh
  • Da
  •  Pr
  •  @bullet   
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Ibid. Th e Sh eri da n Pr ess  @BULLET   ,     59. Interview with David Dunitz, Acting Manager of the Karev Fund and Heshel Center's " Green Network ", Green Network Offices in Misgav, Gefen news-paper  (): – [
Head of the Educational Program at the Society for the Protection of Nature Keepers of the Environment
  • Daphna Hebrew
  • Gan
Hebrew]; interview with Daphna Gan, Head of the Educational Program at the Society for the Protection of Nature, " Keepers of the Environment, " Gefen newspaper  (): – [
Documents/ bitaon.pdf. 60. is point is based on theoretical aspects as reflected in Ministry of Educa-tion, Curriculum—Science and Technology, and other empirical findings: Maya Negev Evaluating the Environmental Literacy of Israeli Elementary and High School Students
  • Hebrew
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Hebrew], accessed  March , http://www.mofet.macam.ac.il/ktiva/bitaon/Documents/ bitaon.pdf. 60. is point is based on theoretical aspects as reflected in Ministry of Educa-tion, Curriculum—Science and Technology, and other empirical findings: Maya Negev, Gonen Sagy, Yaakov Garb, Alan Salzberg, and Alon Tal, " Evaluating the Environmental Literacy of Israeli Elementary and High School Students, " e Jour-nal of Environmental Education . (): –;
Environmental literacy: Results of a national survey in the Israeli education system
  • Hebrew
  • Maya Sagy
  • Yaakov Negev
  • Alan Garb
  • Salzberg
Hebrew]; Gonen Sagy, Maya Negev, Yaakov Garb, Alan Salzberg, and Alon Tal, " Environmental literacy: Results of a national survey in the Israeli education system, " Studies of the Management of Nature and Environmental Resources  (): – [
Th e Sh eri da n Pr ess Greening the Curriculum @BULLET  esd-world-conference-
  • Bonn Unesco
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UNESCO, Bonn Declaration (Paris, ), accessed  March , http://www. Th e Sh eri da n Pr ess Greening the Curriculum @BULLET  esd-world-conference-.org/fileadmin/download/ESD_BonnDeclaration .pdf.
Policy of Environmental Education in Israel—A Growing Gap between the Current Situation and the Desirable Situa-tion—Position Paper (draft), submitted by the National Council for
  • Daphne
  • Eilon Goldman
  • Orli Schwartz
  • David Peled
  • Shmuel Dunitz
  • Yael Hen
  • Gavriely
  • Shlomit
  • Grossman
Daphne, Goldman, Eilon Schwartz, Orli Peled, David Dunitz, Shmuel Hen, Yael Gavriely, and Shlomit Grossman, Policy of Environmental Education in Israel—A Growing Gap between the Current Situation and the Desirable Situa-tion—Position Paper (draft), submitted by the National Council for Environmental Quality, Committee of Education and Community ( Jerusalem, ) [Hebrew].
Education for Sustainability and Environmental Educationmeaning for teachers training
  • Sara Pe
  • Er
Sara Pe'er, "Education for Sustainability and Environmental Educationmeaning for teachers training," Mofet  (): - [Hebrew], accessed  March , http://www.mofet.macam.ac.il/ktiva/bitaon/Documents/bitaon.pdf. 69. Tal, "Environmental Education".
Education for Sustainability and Environmental Education on national scale
  • Zivit Linder
Zivit Linder, "Education for Sustainability and Environmental Education on national scale," Mofet  (): - [Hebrew].
Education for Sustainable Develop-ment in emphasis of recycling. CEO Circular ( Jerusalem, ), accessed  Febru-ary 
  • Moe
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Jerusalem and Beer-Sheva, ), copy available from authors. 31
  • Pedagogical Moe
  • Centers
MoE, Pedagogical Centers ( Jerusalem and Beer-Sheva, ), copy available from authors. 31. MoE, Standards and benchmarks.
Education for Sustainable Development in emphasis of recycling accessed  February , http://meyda.education.gov.il/files Environmental Education and Education for Sustainability: Principals Ideas and Activities
  • Green Moe
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MoE, Green year in the education system, Education for Sustainable Development in emphasis of recycling. CEO Circular ( Jerusalem, ), accessed  February , http://meyda.education.gov.il/files/owl/hebrew/SanaYeruka.doc; Revital Tal, Orly Morag, Daphne Gan, and Daphne Alexandry, Environmental Education and Education for Sustainability: Principals Ideas and Activities ( Jerusalem, ) [Hebrew], accessed  March , http://www.sviva.gov.il/Enviroment/Static/ Binaries/ModulKvatzim/p_.pdf.
Community Department, the Ministry of Environmental Protection, personal communication
  • Linder
Linder, head of Education and Community Department, the Ministry of Environmental Protection, personal communication, September . 75. Blum, "  years of developing curriculums ". 76. Lindner, personal communication.
Pr ess Greening the Curriculum @BULLET  esd-world-conference-.org/fileadmin Environmental education
  • Th E Sh Eri Da N
Th e Sh eri da n Pr ess Greening the Curriculum @BULLET  esd-world-conference-.org/fileadmin/download/ESD_BonnDeclaration .pdf. 63. Ibid., Section , points D and G. 64. Tal, " Environmental education ".
Dare the School Build a New Social Order? " in e Curriculum Studies Reader
  • George Counts
George Counts, " Dare the School Build a New Social Order? " in e Curriculum Studies Reader, ed. David J. Flinders and Stephen J. ornton (New York, ), –.
Pollution in a Promised Land
  • Tal
Tal, Pollution in a Promised Land, chapter  endnote  .
 Years of developing curriculums
  • Moe
MoE, Standards and benchmarks in Science and Technology to Elementary School ( Jerusalem, ) [Hebrew], accessed  January , http://cms.education.gov.il/EducationCMS/Units/ Tochniyot_Limudim/science_tech/Standartim/StandartMada.htm. 13. Blum, " Years of developing curriculums".
Implementing Education for Sustainable Development in the Educational System
  • Moe
MoE, Implementing Education for Sustainable Development in the Educational System. CEO Circular  ( Jerusalem, Israel: ) (Hebrew);
Environmental Education-A Central Challenge in the Educational System in Israel, Action Program for Promoting Environmental Education
  • Moe
MoE, Environmental Education-A Central Challenge in the Educational System in Israel, Action Program for Promoting Environmental Education. CEO Circular Brief .. ( Jerusalem, ) [Hebrew], accessed  January , http://cms.education.gov.il/nr/ rdonlyres/aee-b-b-bd-baca//saviva.pdf.
National Priorities in the field of Environmental Quality in Israel
  • Israel-Situation
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Israel-Situation Report. National Priorities in the field of Environmental Quality in Israel," in Environmental Education in Israel, Vol. A. (Haifa, ) [Hebrew].
Standards and benchmarks
  • Moe
MoE, Standards and benchmarks.
Pedagogical Centers ( Jerusalem and Beer-Sheva, ), copy available from authors
  • Moe
MoE, Pedagogical Centers ( Jerusalem and Beer-Sheva, ), copy available from authors.
Ministry of Environment, Maya Negev, Yaakov Garb, Jeremy Benstein, Promoting Education for Sustainability in the Haredi Sector
  • Zivit Linder
Zivit Linder, e-mail correspondence August . 33. Ministry of Environment, Maya Negev, Yaakov Garb, Jeremy Benstein, Promoting Education for Sustainability in the Haredi Sector. Report to the chief scientist of the Israel Ministry of Environment ( Jerusalem, ) [Hebrew], accessed  January , http://old.sviva.gov.il/Enviroment/bin/en.jsp?enPage=BlankPage& enDisplay=view&enDispWhat=object&enDispWho=mechkarimEl& enZone=pirsum_Mechkarim&enVersion=&.
Chief Scientist in the Ministry of Health and Head of the Biology Subject Committee in the MoE
  • Ramy Prof
  • Rachmimov
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e Social Aspect of Environmental Education: What Connects Education to Multiculturalism and Environmental Education?" in National Priorities in the field of
  • David Dunitz
David Dunitz, " e Social Aspect of Environmental Education: What Connects Education to Multiculturalism and Environmental Education?" in National Priorities in the field of Environmental Quality in Israel, Vol. A., Environmental Education in Israel (Haifa, ) [Hebrew];
Environmental Education-Between the Formal and the Informal: Relations between school, community and environmental organizations
  • Daphna Gan
Daphna Gan, "Environmental Education-Between the Formal and the Informal: Relations between school, community and environmental organizations," in National Priorities in the field of Environmental Quality in Israel, Vol. A., Environmental Education in Israel (Haifa, ) [Hebrew];