原文：The Tbilisi Declaration

翻譯：吳蒙

Intergovernmental Conference on Environmental Education: October 14–26, 1977

政府間環境教育會議：1977年10月14日至26日。

The Tbilisi Declaration is considered to be one of the most important seminal documents in environmental education. Key elements of The Tbilisi Declaration are contained in this reading. Due to space limitations, the original has been abridged. Those wishing to read the entire document are referred to Connect, the UNESCO/UNEP Environmental Education Newsletter, Vol. Ill, №1 (January 1978).

第比利斯宣言被認為是環境教育領域最重要的重要文件之一。這篇閱讀材料中包含了第比利斯宣言的關鍵要素。由于篇幅限制，原文已經被刪節。那些希望閱讀完整文件的人可以參考《聯合國教科文組織/聯合國環境規劃署環境教育通訊》第3卷第1期（1978年1月）。

The world’s first Intergovernmental Conference on Environmental Education, organized by UNESCO in cooperation with the United Nations Environment Programme (UNEP) was convened in Tbilisi, Georgia (USSR) from 14 to 26 October 1977.

聯合國教科文組織（UNESCO）與聯合國環境規劃署（UNEP）合作，于1977年10月14日至26日在蘇聯格魯吉亞（喬治亞）的第比利斯召開了世界上第一次政府間環境教育會議。

Delegates from 66 Member States and observers from two non-Member States participated as well as representatives and observers from eight agencies and programmes of the United Nations system, three other intergovernmental organizations and 20 international nongovernmental organizations. In all 265 delegates and 65 representatives and observers took part in the Tbilisi Conference.

來自66個會員國的代表和兩個非會員國的觀察員參加了會議，還有來自聯合國系統的八個機構和計劃、三個其他政府間組織以及20個國際非政府組織的代表和觀察員。總共有265名代表和65名代表和觀察員參加了第比利斯會議。

Adopted by acclamation at the close of the Intergovernmental Conference, the Tbilisi Declaration noted the harmony and consensus which had prevailed and the unanimous accord on the important role of environmental education in the preservation and improvement of the world’s environment, as well as in the sound and balanced development of the world’s communities. The Declaration follows in full.

在政府間會議結束時，通過鼓掌的方式通過的第比利斯宣言指出，會議期間一直存在著和諧和共識，各方一致認可環境教育在保護和改善世界環境以及實現世界社區的健全和平衡發展中的重要作用。以下是完整的宣言。

The Tbilisi Declaration

第比利斯宣言

In the last few decades, man [sic] has, through his [sic] power to transform his [sic] environment, wrought accelerated changes in the balance of nature. The result is frequent exposure of living species to dangers which may prove irreversible.

在過去幾十年里，人類通過改變環境的能力，對自然平衡進行了加速破壞。其結果是現存物種經常暴露在可能是不可逆的危險中。

The Declaration of the United Nations Conference on Human Environment organized in Stockholm in 1972 proclaimed: “to defend and improve the environment for present and future generations has become an imperative goal for mankind.” This undertaking urgently calls for new strategies, incorporated into development, which particularly in the developing countries is a prerequisite for any such improvement. Solidarity [sic] and equity in the relations between nations should constitute the basis of a new international order, and bring together, as soon as possible, all available resources. Education utilizing the findings of science and technology should play a leading role in creating an awareness and a better understanding of environmental problems. It must foster positive patterns of conduct towards the environment and nations’ use of their resources.

1972年在斯德哥爾摩舉行的聯合國人類環境大會的宣言宣布：“捍衛和改善環境，為現在和未來的世代，已經成為人類的迫切目標。”這一承諾迫切需要新的戰略，這些戰略要融入發展中，特別是在發展中國家，這種融入到發展中的新戰略是任何環境改善的先決條件。國際關系中的互助和公平，應構成新國際秩序的基礎，并盡快聯合所有可用資源。利用科學和技術成果的教育，應在創造對環境問題的覺知和更好的理解上發揮主導作用。它必須培養對環境和國家資源使用的積極行為模式。

Environmental education should be provided for all ages, at all levels and in both formal and nonformal education. The mass media have a great responsibility to make their immense resources available for this educational mission. Environmental specialists, as well as those whose actions and decisions can have a marked effect on the environment, should be provided in the course of their training with the necessary knowledge and skills and be given a full sense of their responsibilities in this respect.

環境教育應該為各個年齡層提供，在各個層次上提供，于正規和非正規教育中提供。大眾媒體有巨大的責任，要為這一教育使命提供他們的巨大資源。環境專家以及那些行動和決策可能對環境產生明顯影響的人，在培訓過程中應獲得必要的知識和技能，并全面認識到他們在這方面的責任。

Environmental education, properly understood, should constitute a comprehensive lifelong education, one responsive to changes in a rapidly changing world. It should prepare the individual for life through an understanding of the major problems of the contemporary world, and the provision of skills and attributes needed to play a productive role towards improving life and protecting the environment with due regard given to ethical values. By adopting a holistic approach, rooted in a broad interdisciplinary base, it recreates an overall perspective which acknowledges the fact that natural environment and manmade environment are profoundly interdependent. It helps reveal the enduring continuity which links the acts of today to the consequences for tomorrow. It demonstrates the interdependencies among national communities and the need for solidarity [sic] among all mankind.

環境教育，正確理解的話，應當構成一種全面的終身教育，一種對迅速變化的世界做出回應的教育。它應該讓個人為生活做好準備：通過理解當今世界主要問題，提供改善生活和保護環境所需的有效技能和特質，以及充分考慮倫理價值。通過采用根植于廣泛跨學科基礎的一種整全取徑，它重新塑造了一種全面的視角，承認自然環境和人工環境之間深刻的相互依存關系。它有助于揭示今天的行為與明天的后果之間的持續聯系。它展示了各國社區之間的相互依賴性，以及對所有人類之間合作的需要。

Environmental education must look outward to the community. It should involve the individual in an active problem-solving process within the context of specific realities, and it should encourage initiative, a sense of responsibility and commitment to build a better tomorrow. By its very nature, environmental education can make a powerful contribution to the renovation of the educational process.

環境教育必須關注社區。它應該讓個體參與特定現實脈絡下積極解決問題的過程中，并鼓勵對建設更好未來的主動性、責任感和承諾。就其本質來說，環境教育可以為教育過程的改革做出有力的貢獻。

The Role, Objectives and Characteristics of Environmental Education

環境教育的角色、目標和特點

The Tbilisi Declaration together with two of the recommendations of the Conference constitutes the framework, principles and guidelines for environmental education at all levels — local, national, regional and international — and for all age groups both inside and outside the formal school system.

第比利斯宣言以及會議的兩項建議一起構成了環境教育在各級（地方、國家、區域和國際）、各年齡組（正規學校體制內外）的框架、原則和指導方針。

1. The Conference recommends the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional and global levels:

1.會議推薦采納一些標準，這些標準將有助于指導發展國家、區域和全球的環境教育：

· Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural and economic dimensions also play their part in determining the lines of approach and the instruments whereby people may understand and make better use of natural resources in satisfying their needs.

①盡管生物和物理特征構成了人類環境的自然基礎，但其倫理、社會、文化和經濟維度，也在決定那些人們借以理解和更好利用自然資源以滿足其需求的方針和手段方面發揮作用。

· Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational actions capable of meeting social needs to be taken.

②環境教育是不同學科和教育經驗的重新定位和銜接的結果，有助于促進對環境問題的整合看法，使人們在滿足社會需要時，能夠采取更具理性的行動。

· A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic and cultural aspects, and acquire the knowledge, values, attitudes and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in the management of the quality of the environment.

③環境教育的基本目標之一是：成功地讓個人和社區理解自然和人造環境的復雜性來自于這些環境的生物、物理、社會、經濟和文化方面的相互作用；并讓個人和社區獲得知識、價值觀、態度和實踐技能，以便以負責任和有效的方式參與預測和解決環境問題，以及管理環境質量。

· A further basic aim of environmental education is clearly to show the economic, political and ecological interdependence of the modem world, in which decisions and actions by the different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity [sic] among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment.

④環境教育的另一個基本目標是：明確地展示現代世界的經濟上、政治上和生態上的相互依存關系，其中不同國家的決策和行動可能產生國際影響。在這方面，環境教育應該幫助發展各國和地區之間的責任感和合作，作為將會保障環境保育和改善的新國際秩序的基礎。

· Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment.

⑤特別的關注應該放在理解社會經濟發展與環境改善之間的復合關系上。

· For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic and esthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment; it should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems.

⑥為此，環境教育應該提供解釋塑造環境的復雜現象所需的知識，鼓勵那些構成自我約束的基礎的倫理的、經濟的和美學的價值，這將促進發展與環境保護和改善相一致的行為。它還應提供廣泛的設計和應用有效的環境問題解決方案所需的實際技能。

· To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems.

⑦為了開展這些任務，環境教育應使教育過程與現實生活的聯系更密切，圍繞特定社區所面臨的環境問題開展活動，并通過一種跨學科的綜合方法聚焦于這些問題來分析，這種方法將讓人們對環境問題形成合理的理解。

· Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to (a) the general non-specialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment; (b) to particular social groups whose professional activities affect the quality of the environment; and ? to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training and efficient management of the environment should be based.

⑧環境教育應吸引所有年齡和社會-專業群體。它應面向（a）一般非專業公眾的年輕人和成年人，他們的日常行為對環境保護和改善具有決定性的影響；（b）特定社會群體，他們的專業活動會影響環境質量；以及（c）科學家和技術人員，他們的專業研究和工作將奠定教育、培訓和高效環境管理應當基于的知識基礎。

· To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population: the formal education system, different forms of nonformal education, and the mass media.

⑨為了實現環境教育的有效發展，必須充分利用社會可以利用來教育人口的所有公共和私人設施：正規教育系統、不同形式的非正規教育和大眾媒體。

· To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control and the decisions that governments may adopt in relation to the human environment.

⑩為了對改善環境做出有效貢獻，教育行動必須與那些跟人類環境有關的立法、政策、控制措施和政府可能采取的決策相連接。

2. The Conference endorses the following goals [sic], objectives and guiding principles for environmental education:

2.會議支持以下環境教育的總述目標、目標和指導原則：

The goals [sic] of environmental education are:

環境教育的總述目標是：

· to foster clear awareness of, and concern about, economic, social, political and ecological interdependence [sic] in urban and rural areas;

①在城市和鄉村，培養對經濟的、社會的、政治的和生態的相互關系的清晰覺知和關注。

· to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment;

②為每個人提供獲得保護和改善環境所需的知識、價值觀、態度、承諾和技能的機會。

· to create new patterns of behavior of individuals, groups and society as a whole towards the environment.

③創造個人、團體和整個社會對環境的新行為模式。

The categories of environmental education objectives are:

環境教育目標的類別是：

Awareness: to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems.

覺知：幫助社會群體和個人獲得對整體環境及其相關問題的覺知和敏感性。

Knowledge: to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems.

知識：幫助社會群體和個人獲得對環境及其相關問題的各種經驗和基本理解。

Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems.

技能：幫助社會群體和個人獲得識別和解決環境問題的技能。

Attitudes: to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection.

態度：幫助社會群體和個人形成關心環境的價值觀和感情，以及主動參與環境改善和保護的積極性。

Participation [sic]: to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems.

行為：為社會群體和個人提供機會，在各個層面主動投入解決環境問題的工作。

Guiding principles — environmental education should:

環境教育的指導原則包括：

· consider the environment in its totality — natural and built, technological and social (economic, political, cultural-historical, moral, esthetic);

全面考慮環境的各個方面，包括自然環境和人造環境，技術和社會環境（經濟的、政治的、文化-歷史的、道德的、美學的）。

· be a continuous lifelong process, beginning at the pre-school level and continuing through all formal and nonformal stages;

是一個連續的終身過程，從學前階段開始，貫穿所有正規和非正規教育階段。

· be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective;

采用跨學科的方法，借鑒每個學科的特定內容，實現整全的和公正的視角。

· examine major environmental issues from local, national, regional and international points of view so that students receive insights into environmental conditions in other geographical areas;

從地方、國家、區域和國際的角度審視重大環境問題，使學生能夠深入了解其他地理區域的環境狀況。

· focus on current and potential environmental situations while taking into account the historical perspective;

關注當前和潛在的環境情況，同時考慮歷史視角。

· promote the value and necessity of local, national and international cooperation in the prevention and solution of environmental problems;

促進在預防和解決環境問題方面進行地方、國家和國際合作的價值和必要性。

· explicitly consider environmental aspects in plans for development and growth;

在發展和增長計劃中明確考慮環境方面。

· enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences;

使學習者參與規劃其學習經驗，提供他們決策并接受其后果的機會。

· relate environmental sensitivity, knowledge, problem-solving skills and values clarification to every age, but with special emphasis on environmental sensitivity to the learner’s own community in early years;

將環境敏感性、知識、問題解決技能和價值觀澄清與各個年齡段相關聯，但在早期年齡段特別強調學習者對其自己社區的環境敏感性。

· help learners discover the symptoms and real causes of environmental problems;

幫助學習者發現環境問題的癥狀和真正原因。

· emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills;

強調環境問題的復雜性，因此需要發展批判性思維和問題解決技能。

· utilize diverse learning environments and a broad array of educational approaches to teaching/learning about and from the environment with due stress on practical activities and first-hand experience.

利用多樣的學習環境和廣泛的教育方法來教授和學習環境，以及從環境中教授和學習，特別強調實踐活動和第一手經驗。