2017 Volume 26 Issue 4 Pages 4_27-32
In Korea environmental education (hereinafter EE) is classified into an institutional, school EE and a noninstitutional, social EE. This study reviews how social EE has formed and evolved since 1970s and characteristics appearing during the process, driven by environmental organizations, the main actor. Corporate EE is chronologically analyzed as well. In 1970–1980s the purpose of social EE was to enlighten people about the seriousness of pollution and nurture activists joining environmental movement. In 1990s EE driven by environmental organizations pursued social changes. In this period, social EE became diverse, in which various audiences can participate ranging from children and adolescents to grown-ups. In 2000s the citizen-participatory EE expanded, and the diverse social EE actors appeared such as the organizations specializing in EE, grassroots environmental organizations and the network of citizen EE instructors. Lastly post-2010 is a transit period. New changes occurred at home and abroad and its scope and arena have expanded. At this time the EE policies at the national level have laid the foundation for systemization of social EE. This study concludes by proposing future tasks for the development of social EE.
