The goals of Environmental Educational are to develop concern and awareness among world population about the total environment and its associated problems and commitment to work individually and collectively towards solution of current problems and the prevention. 1.6.1 The goals of environmental education are :
i. To improve the quality of environment.
ii. To create an awareness among the people on environmental problems and conversation.
iii. To create an atmosphere so that people participate in decision-making and develop the capabilities to evaluate the developmental programmes.
1.6.2 Objectives of Environmental Education
The objectives of Environmental Educational are classified as follows:
i. Awareness: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems.
ii. Knowledge: to help social groups and individuals to gain a variety of experiences and acquire a basic understanding of the environment and its associated problems.
iii. Attitudes : to help social groups and individuals to acquire a set of values and feeling of concern for the environment and the motivation for actively participating in environmental improvement and protection.
iv. Skills : to help social groups and individual to acquires the skills for identifying and solving environmental problems.
v. Participation : to provide social groups and individuals with an opportunity to be actively involved at all levels working towards the resolution of environmental problems.
The objectives of environmental education are very essential for the successfully formulation, implementation and evaluation of its programme. However, these objectives can only be achieved and understood properly, if we know what our environmental is, what is contained in it. Objectives of environmental education can be subsumed in three domains discussed by Bloom in his book. "Taxonomy of Educational objectives." Cognitive, affective and psychomotor.
i. The cognitive domain includes those objectives which deal with the recall or recognition of knowledge of development of intellectual skills and abilities, which means, it includes the following behaviors: remembering; problem solving; concept formation and to a limited extent, creative thinking. In other words, this area includes all conscious mental processes from ordinary recall or recognition to higher ones, like solving a problem which involves abstract thinking.
ii. The affective domain includes the objectives that describe changes in interest, attitudes and values and the development of applications and adjustment. This area covers the entire continuum from ordinary attention to an object to deep own existence, involvement in the service of the suffering masses, involvement which is reflected in the indomitable spirit of those who conquer mountains tame rivers who scud in space or stay at the bottom of the sea for days together. It also includes contrary behaviors, that is, the aversion, antipathy or fear one shows for certain objects.
iii. The psychomotor domain covers the manipulative or motor-skill area. This area includes neuromuscular coordination's found in handwriting, speech-making, performing physical exercises, dancing, doing yoga, winding a screw, using a saw and it doing a lot of the things which are required to be done under socially useful productive work and in vocational and technical courses.