Framework Thinking, Subject Thinking and Taiwan-ness in Environmental Education

Mei-Chun Michelle Yueh & Miles Barker (pp. 134-138)

RESUME :
Environmental education has increasingly gained emphasis since the late 1960s in
school curricula worldwide. In Taiwan, prior to 1998, environmental education largely
consisted of voluntary initiatives by individual schools: organic and inorganic recycling
within the school community, enhanced energy efficiency in new schools buildings and the
through-flow of materials, documenting of the condition of local streams and parks, and so
on. a national curriculum framework released in 1998 (and which, in 2011, is still current)
required for the first time that environmental education be taught in schools. Environmental
education was categorised as one of six. Important Issues intended to be taught across all
seven Learning Areas (or subjects)
This study suggests that a pervasive nation-wide exam-driven, subject-dominated
educational climate resulted in a somewhat truncated Taiwan-ness in the environmental
education that emerged. In three Junior High Schools preparing for curriculum
implementation, there was little early focus on, either the national curriculums framework
aspects or the intended integrative nature of environmental education. Rather, by 2004
curriculum integration had become officially non-compulsory, and environmental education
was conceived as a minor priority, to be wedged where possible into spaces within the
traditional subjects.
In fact, many environmental education specialists (refer Chen, 1999) in Taiwan saw
the 1998 curriculum as an even broader opportunity for the advancement of environmental
education because, in their views, there were also strong resonances between the generic
framework sections of the 1998 curriculum and the fundamentals of environmental education.
In conclusion, we suggest that the 1998 curriculum has influenced the Taiwanness
of the nations environmental education. Now no longer a purely voluntary aspect of
schooling, made visible only by the commitment of some enlightened school leaders and
dedicated teachers, environmental education currently has a defined and secure - if lowprofile - place in all school programs. However, internationally, not just in Taiwan, schooling
continues to wrestle with implementing environmental education in framework aspects of
curricula.
INDONESIAN :
Pendidikan lingkungan semakin mendapatkan penekanan sejak akhir 1960-an dalam
kurikulum sekolah di seluruh dunia. Di Taiwan, sebelum tahun 1998, pendidikan lingkungan
sebagian besar terdiri dari inisiatif sukarela oleh masing-masing sekolah: daur ulang organik
dan anorganik dalam komunitas sekolah, efisiensi energi di gedung-gedung sekolah
ditingkatkan baru, mendokumentasikan kondisi sungai lokal dan taman, dan sebagainya.
kerangka kurikulum nasional yang dirilis pada tahun 1998 (dan yang, pada tahun 2011, masih

saat ini) yang diperlukan untuk pertama kalinya agar pendidikan lingkungan diajarkan di
sekolah-sekolah.
Studi ini menunjukkan bahwa pendidikan nasional meresap subjek yang didominasi
mengakibatkan agak terpotong "Taiwan-ness" dalam pendidikan lingkungan yang muncul.
Dalam tiga SMP mempersiapkan pelaksanaan kurikulum, ada sedikit lebih awal pada fokus,
baik aspek kerangka kurikulum nasional atau sifat integratif yang dimaksud pendidikan
lingkungan. Sebaliknya, pada tahun 2004 integrasi kurikulum telah menjadi resmi non-wajib,
dan pendidikan lingkungan dikandung sebagai prioritas kecil, menjadi terjepit.
Bahkan, banyak ahli pendidikan lingkungan (lihat Chen, 1999) di Taiwan melihat
kurikulum 1998 sebagai kesempatan yang lebih luas untuk kemajuan pendidikan lingkungan,
karena, dalam pandangan mereka, ada juga resonansi yang kuat antara bagian kerangka kerja
umum dari kurikulum 1998 dan dasar-dasar pendidikan lingkungan.
Sebagai kesimpulan, kami menyarankan bahwa kurikulum 1998 telah mempengaruhi
"Taiwanness" pendidikan lingkungan bangsa. Sekarang tidak lagi aspek murni sukarela
sekolah, dibuat terlihat dengan adanya komitmen beberapa pemimpin sekolah dan guru yang
berdedikasi, pendidikan lingkungan saat ini telah diresmikan. Namun, secara internasional,
bukan hanya di Taiwan, sekolah terus bergulat dengan menerapkan pendidikan lingkungan
dalam "kerangka" aspek kurikulum.
VOCABULARY LIST :
No
.
1.
2.
3.
4.
5.

Revision

Part of
Speech
Noun

Framework

Noun

Resonated

Verb

Integrate

Verb

Curriculum

Noun

Synergy

Noun

Despite

Word List

Perbaikan

Prepositio
n

Without being affected by; in spite of

Meskipun

Adjective

(Especially of
an unwelcome influence or physicaleffect
) spreading widely throughout an area or
agroup of people

Dapat
menembus

8.
Pervasive

Indonesian

The action of revising

An essential supporting structure of
a building,vehicle, or object
Produce or be filled with a deep,
full, reverberatingsound
Combine (one thing) with another to form
a whole
The subjects comprising a course of study
in a school or college
The interaction or cooperation of two or
more organizations, substances, or
other agents to produce a combined effect
greater than the sum of
their separate effects

6.

7.

English English

Kerangka
Beresonansi
Memadukan
Kurikulum

Sinergi

9.

Truncated

Verb

Emerged

Verb

Implementatio
n

Noun

12.
13.

Intended

Adjective

Integrate

Verb

14.
15.
16.

Compulsory
Conceived

Adjective
Verb

Wedged

Verb

Widespread

Adjective

Voluntary

Adjective

Distinctive

Adjective

Achieve

Verb

Presence

Noun

Fundamental

Adjective

Compatible

Adjective

Outline

Noun

Extensive

Adjective

Literature

Noun

Orientation

Noun

Emphasise

Verb

Assimilate

Verb

10.
11.

17.
18.
19.
20.

21.
22.
23.

24.

25.
26.

27.

28.
29.

Shorten (something) by cutting off the

top or the end
Move out of or away from something
and becomevisible
The process
of putting a decision or plan into
effect;execution
Planned or meant
Combine (one thing) with another to form
a whole
Required by law or a rule; obligatory
Create (an embryo) by fertilizing an egg
Prepare (pottery clay) for use by
cutting, kneading, and throwing
down to homogenize it and remove air
pockets
Found or distributed over a large area or
number ofpeople
Done, given, or acting of ones own free
will
Characteristic of one person or thing, and
so serving to distinguish it from others
Successfully bring about
or reach (a desiredobjective or result)
by effort, skill, or courage
The state or fact of existing, occurring, or
beingpresent
Forming a necessary base or core; of
centralimportance
(Of two
things) able to exist or occur together
withoutproblems or conflict
A line or set of lines enclosing or
indicating the shapeof an object in
a sketch or diagram
Covering or affecting a large area
Written works, especially those
considered
ofsuperior or lasting artistic merit
The action of orienting someone or
somethingrelative to the points of
a compass or other specified positions
Give special importance or value to
(something) in speaking or writing
Absorb and integrate (people, ideas,
or culture) into a wider society or culture

Dipotong
kerucut
Timbul
Pelaksanaan
Berniat
Menyatukan
Diwajibkan
Mengandung
Mendesak

Tersebar luas
Dengan
sukarela
Khusus
Mencapai
Kehadiran
Yang menjadi
dasar
Cocok

Garis
Luas
Kepustakaan

Orientasi
Menekankan
Perpaduan

30.

Engender

Verb

Cause or give rise to (a feeling, situation,

orcondition)

Menimbulkan