Abstract
If we aim to introduce environmental education as a new school subject, it is necessary to establish the assessment guideline for examination. However, combining the existing environmental education and the examination are like mixing oil and water. This paperaddresses the issues related to “environmental education in ESD” and the examination for assigning grades. Dialectic derivation was attempted by appointing the existing environmental education as “thesis”, and the examination as “antithesis”; therefore, “environmental education in ESD” could be derived as “synthesis”. Thus the existing environmental education is sublated to “environmental education in ESD”. It is reasonable to suppose that “environmental education in ESD” makes use of the examination to secure the sustainability of the environmental legacy. This examination is the strategic means to maintain the succession of the wisdom, skills, and “a body of knowledge” from modern generation to the next and future generations, and to facilitate the emergence of new ideas. The examination is based on being able to explain why wisdom and skills are necessary, and how one uses the wisdom and skills. The emphasis is that being able to explain in the examination addresses the accountability for future generations. Therefore, the examination of “environmental education in ESD” is able to secure the succession of the wisdom and skills for the sustainability of environmental legacy.
