原文：The Tbilisi Declaration

翻译：吴蒙

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

政府间环境教育会议：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).

第比利斯宣言被认为是环境教育领域最重要的重要文件之一。这篇阅读材料中包含了第比利斯宣言的关键要素。由于篇幅限制，原文已经被删节。那些希望阅读完整文件的人可以参考《联合国教科文组织/联合国环境规划署环境教育通讯》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.

联合国教科文组织（UNESCO）与联合国环境规划署（UNEP）合作，于1977年10月14日至26日在苏联格鲁吉亚（乔治亚）的第比利斯召开了世界上第一次政府间环境教育会议。

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.

来自66个会员国的代表和两个非会员国的观察员参加了会议，还有来自联合国系统的八个机构和计划、三个其他政府间组织以及20个国际非政府组织的代表和观察员。总共有265名代表和65名代表和观察员参加了第比利斯会议。

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.

在政府间会议结束时，通过鼓掌的方式通过的第比利斯宣言指出，会议期间一直存在着和谐和共识，各方一致认可环境教育在保护和改善世界环境以及实现世界社区的健全和平衡发展中的重要作用。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.

在过去几十年里，人类通过改变环境的能力，对自然平衡进行了加速破坏。其结果是现存物种经常暴露在可能是不可逆的危险中。

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年在斯德哥尔摩举行的联合国人类环境大会的宣言宣布：“捍卫和改善环境，为现在和未来的世代，已经成为人类的迫切目标。”这一承诺迫切需要新的战略，这些战略要融入发展中，特别是在发展中国家，这种融入到发展中的新战略是任何环境改善的先决条件。国际关系中的互助和公平，应构成新国际秩序的基础，并尽快联合所有可用资源。利用科学和技术成果的教育，应在创造对环境问题的觉知和更好的理解上发挥主导作用。它必须培养对环境和国家资源使用的积极行为模式。

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.

环境教育应该为各个年龄层提供，在各个层次上提供，于正规和非正规教育中提供。大众媒体有巨大的责任，要为这一教育使命提供他们的巨大资源。环境专家以及那些行动和决策可能对环境产生明显影响的人，在培训过程中应获得必要的知识和技能，并全面认识到他们在这方面的责任。

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.

环境教育，正确理解的话，应当构成一种全面的终身教育，一种对迅速变化的世界做出回应的教育。它应该让个人为生活做好准备：通过理解当今世界主要问题，提供改善生活和保护环境所需的有效技能和特质，以及充分考虑伦理价值。通过采用根植于广泛跨学科基础的一种整全取径，它重新塑造了一种全面的视角，承认自然环境和人工环境之间深刻的相互依存关系。它有助于揭示今天的行为与明天的后果之间的持续联系。它展示了各国社区之间的相互依赖性，以及对所有人类之间合作的需要。

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.

环境教育必须关注社区。它应该让个体参与特定现实脉络下积极解决问题的过程中，并鼓励对建设更好未来的主动性、责任感和承诺。就其本质来说，环境教育可以为教育过程的改革做出有力的贡献。

The Role, Objectives and Characteristics of Environmental Education

环境教育的角色、目标和特点

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.

第比利斯宣言以及会议的两项建议一起构成了环境教育在各级（地方、国家、区域和国际）、各年龄组（正规学校体制内外）的框架、原则和指导方针。

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.会议推荐采纳一些标准，这些标准将有助于指导发展国家、区域和全球的环境教育：

· 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尽管生物和物理特征构成了人类环境的自然基础，但其伦理、社会、文化和经济维度，也在决定那些人们借以理解和更好利用自然资源以满足其需求的方针和手段方面发挥作用。

· 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环境教育是不同学科和教育经验的重新定位和衔接的结果，有助于促进对环境问题的整合看法，使人们在满足社会需要时，能够采取更具理性的行动。

· 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环境教育的基本目标之一是：成功地让个人和社区理解自然和人造环境的复杂性来自于这些环境的生物、物理、社会、经济和文化方面的相互作用；并让个人和社区获得知识、价值观、态度和实践技能，以便以负责任和有效的方式参与预测和解决环境问题，以及管理环境质量。

· 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环境教育的另一个基本目标是：明确地展示现代世界的经济上、政治上和生态上的相互依存关系，其中不同国家的决策和行动可能产生国际影响。在这方面，环境教育应该帮助发展各国和地区之间的责任感和合作，作为将会保障环境保育和改善的新国际秩序的基础。

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

⑤特别的关注应该放在理解社会经济发展与环境改善之间的复合关系上。

· 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为此，环境教育应该提供解释塑造环境的复杂现象所需的知识，鼓励那些构成自我约束的基础的伦理的、经济的和美学的价值，这将促进发展与环境保护和改善相一致的行为。它还应提供广泛的设计和应用有效的环境问题解决方案所需的实际技能。

· 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为了开展这些任务，环境教育应使教育过程与现实生活的联系更密切，围绕特定社区所面临的环境问题开展活动，并通过一种跨学科的综合方法聚焦于这些问题来分析，这种方法将让人们对环境问题形成合理的理解。

· 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环境教育应吸引所有年龄和社会-专业群体。它应面向（a）一般非专业公众的年轻人和成年人，他们的日常行为对环境保护和改善具有决定性的影响；（b）特定社会群体，他们的专业活动会影响环境质量；以及（c）科学家和技术人员，他们的专业研究和工作将奠定教育、培训和高效环境管理应当基于的知识基础。

· 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为了实现环境教育的有效发展，必须充分利用社会可以利用来教育人口的所有公共和私人设施：正规教育系统、不同形式的非正规教育和大众媒体。

· 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为了对改善环境做出有效贡献，教育行动必须与那些跟人类环境有关的立法、政策、控制措施和政府可能采取的决策相连接。

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

2.会议支持以下环境教育的总述目标、目标和指导原则：

The goals [sic] of environmental education are:

环境教育的总述目标是：

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

①在城市和乡村，培养对经济的、社会的、政治的和生态的相互关系的清晰觉知和关注。

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

②为每个人提供获得保护和改善环境所需的知识、价值观、态度、承诺和技能的机会。

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

③创造个人、团体和整个社会对环境的新行为模式。

The categories of environmental education objectives are:

环境教育目标的类别是：

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

觉知：帮助社会群体和个人获得对整体环境及其相关问题的觉知和敏感性。

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.

知识：帮助社会群体和个人获得对环境及其相关问题的各种经验和基本理解。

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

技能：帮助社会群体和个人获得识别和解决环境问题的技能。

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.

态度：帮助社会群体和个人形成关心环境的价值观和感情，以及主动参与环境改善和保护的积极性。

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.

行为：为社会群体和个人提供机会，在各个层面主动投入解决环境问题的工作。

Guiding principles — environmental education should:

环境教育的指导原则包括：

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

全面考虑环境的各个方面，包括自然环境和人造环境，技术和社会环境（经济的、政治的、文化-历史的、道德的、美学的）。

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

是一个连续的终身过程，从学前阶段开始，贯穿所有正规和非正规教育阶段。

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

采用跨学科的方法，借鉴每个学科的特定内容，实现整全的和公正的视角。

· 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;

从地方、国家、区域和国际的角度审视重大环境问题，使学生能够深入了解其他地理区域的环境状况。

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

关注当前和潜在的环境情况，同时考虑历史视角。

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

促进在预防和解决环境问题方面进行地方、国家和国际合作的价值和必要性。

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

在发展和增长计划中明确考虑环境方面。

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

使学习者参与规划其学习经验，提供他们决策并接受其后果的机会。

· 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;

将环境敏感性、知识、问题解决技能和价值观澄清与各个年龄段相关联，但在早期年龄段特别强调学习者对其自己社区的环境敏感性。

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

帮助学习者发现环境问题的症状和真正原因。

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

强调环境问题的复杂性，因此需要发展批判性思维和问题解决技能。

· 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.

利用多样的学习环境和广泛的教育方法来教授和学习环境，以及从环境中教授和学习，特别强调实践活动和第一手经验。