Environmental Education and Archaeology

Introduction

A few years ago, near the dawn of the twenty-first century, the French philosopher and sociologist Edgar Morin proposed seven necessary kinds of knowledge for the education of the future. Among them was the need to know about earth identity, e.g., knowledge of current planetary developments that will accelerate in the twenty-first century, and recognition of our earth citizenship (Morin 1999). In 1977, in the Tbilisi Declaration, which adopted by the world’s first intergovernmental conference on environmental education organized by UNESCO, the role of education “in the face of environmental problems and opportunities” was recognized as “crucial” (UNESCO 1978: 12). After that, reinventing the interactive human-natural relationship – the environmental settings of human habitation together with the plant and the animal environment – is seen as an important part of a future society suited to sustainability and development. To understand this important relationship, however,...