Soil education: A public need Developments in Germany since the mid 1990s
Identifieur interne : 001616 ( Istex/Corpus ); précédent : 001615; suivant : 001617Soil education: A public need Developments in Germany since the mid 1990s
Auteurs : Ludger HerrmannSource :
- Journal of Plant Nutrition and Soil Science [ 1436-8730 ] ; 2006-06.
English descriptors
- KwdEn :
- Teeft :
- Aulis verlag, Biologische quelle, Boden, Bodenkundl, Daily life, Digital media, Dtsch, European union, Fascination soil, Federal ministry, Field experience, Funding, German soil science society, Gesellsch, Gmbh, Green topics, Herrmann, Internet, Internet site, Kgaa, Lower saxony, Media professionals, Ministerium umwelt, Mittlgn, Mueller, Nutr, Ohne boden bodenlos, Plant nutr, Political parties, Projektgruppe kulturlandschaft hohenlohe, Prominent example, Public awareness, Public knowledge, Public need, Public relations, Recent years, Riecht nach schokolade, Same time, School curricula, School teaching, Science trails, Scientific council, Soil, Soil didactics, Soil education, Soil functions, Soil knowledge, Soil media catalogue, Soil protection, Soil science, Soil teaching, Soil topic, Soil topics, Soil trails, Soil travel guide, State ministries, Student numbers, Target groups, Teacher training, Topic, University education, Verlag, Verlag gmbh, Vocational schools, Weinheim, Weinheim soil education, Wissenschaftlicher beirat bodenschutz, Wissenschaftlicher beirat bodenschutz beim, World expo.
Abstract
Soil is a public good that has important public functions. However, public knowledge about soils was rather scanty in Germany up until the mid 1990s. This article summarizes and comments on the developments that have taken place in Germany since then with regard to the four major dimensions of soil education—time, target groups, actors, and media. In summary, a wealth of initiatives was started (and has since vanished), leaving behind a number of remarkable results like internet and e‐learning sites, exhibitions, and science trails. Meanwhile, intellectual results have also become visible, with most citizens now being able to respond to questions on what soil and its functions are and how they are endangered. Progress is still lacking, however, in education—a minimum of soil science knowledge is still not sufficiently anchored in official school curricula, and institutions for this task are not in place. Finally, it is strongly urged to use the opportunity that soil protection has recently been on the agenda of the European Union in order to develop international perspectives for soil education, especially in the field of e‐learning.
Url:
DOI: 10.1002/jpln.200621984
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ISTEX:D781D741E856C6E9391C211F937E428AB6A00134Le document en format XML
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However, public knowledge about soils was rather scanty in Germany up until the mid 1990s. This article summarizes and comments on the developments that have taken place in Germany since then with regard to the four major dimensions of soil education—time, target groups, actors, and media. In summary, a wealth of initiatives was started (and has since vanished), leaving behind a number of remarkable results like internet and e‐learning sites, exhibitions, and science trails. Meanwhile, intellectual results have also become visible, with most citizens now being able to respond to questions on what soil and its functions are and how they are endangered. Progress is still lacking, however, in education—a minimum of soil science knowledge is still not sufficiently anchored in official school curricula, and institutions for this task are not in place. 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KGaA, Weinheim</p></availability><date>2006</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Soil education: A public need Developments in Germany since the mid 1990s</title><author xml:id="author-1"><persName><forename type="first">Ludger</forename><surname>Herrmann</surname></persName><email>herrmann@uni‐hohenheim.de</email><affiliation>Institute of Soil Science and Land Evaluation (310), University of Hohenheim, D‐70593 Stuttgart, Germany</affiliation><affiliation>present address: ICRISAT Sahelian Centre, BP 12404, Niamey, Niger</affiliation></author></analytic><monogr><title level="j">Journal of Plant Nutrition and Soil Science</title><title level="j" type="abbrev">Z. Pflanzenernähr. Bodenk.</title><idno type="pISSN">1436-8730</idno><idno type="eISSN">1522-2624</idno><idno type="DOI">10.1002/(ISSN)1522-2624</idno><imprint><publisher>WILEY‐VCH Verlag</publisher><pubPlace>Weinheim</pubPlace><date type="published" when="2006-06"></date><biblScope unit="volume">169</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="464">464</biblScope><biblScope unit="page" to="471">471</biblScope></imprint></monogr><idno type="istex">D781D741E856C6E9391C211F937E428AB6A00134</idno><idno type="DOI">10.1002/jpln.200621984</idno><idno type="ArticleID">JPLN200621984</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2006</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Soil is a public good that has important public functions. However, public knowledge about soils was rather scanty in Germany up until the mid 1990s. This article summarizes and comments on the developments that have taken place in Germany since then with regard to the four major dimensions of soil education—time, target groups, actors, and media. In summary, a wealth of initiatives was started (and has since vanished), leaving behind a number of remarkable results like internet and e‐learning sites, exhibitions, and science trails. Meanwhile, intellectual results have also become visible, with most citizens now being able to respond to questions on what soil and its functions are and how they are endangered. Progress is still lacking, however, in education—a minimum of soil science knowledge is still not sufficiently anchored in official school curricula, and institutions for this task are not in place. Finally, it is strongly urged to use the opportunity that soil protection has recently been on the agenda of the European Union in order to develop international perspectives for soil education, especially in the field of e‐learning.</p></abstract><textClass xml:lang="en"><keywords scheme="keyword"><list><head>keywords</head><item><term>public awareness</term></item><item><term>soil didactics</term></item><item><term>soil media</term></item><item><term>target groups</term></item><item><term>e‐learning</term></item></list></keywords></textClass><textClass><keywords scheme="Journal Subject"><list><head>article-category</head><item><term>Review Article</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2006-03-26">Registration</change><change when="2006-06">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/D781D741E856C6E9391C211F937E428AB6A00134/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>WILEY‐VCH Verlag</publisherName><publisherLoc>Weinheim</publisherLoc></publisherInfo><doi registered="yes">10.1002/(ISSN)1522-2624</doi><issn type="print">1436-8730</issn><issn type="electronic">1522-2624</issn><idGroup><id type="product" value="JPLN"></id></idGroup><titleGroup><title type="main" xml:lang="en" sort="JOURNAL OF PLANT NUTRITION AND SOIL SCIENCE ZEITSCHRIFT FUER PFLANZENERNAEHRUNG UND BODENKUNDE">Journal of Plant Nutrition and Soil Science</title><title type="tocForm">Journal of Plant Nutrition and Soil Science / Zeitschrift für Pflanzenernährung und Bodenkunde</title><title type="short">Z. 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However, public knowledge about soils was rather scanty in Germany up until the mid 1990s. This article summarizes and comments on the developments that have taken place in Germany since then with regard to the four major dimensions of soil education—time, target groups, actors, and media. In summary, a wealth of initiatives was started (and has since vanished), leaving behind a number of remarkable results like internet and e‐learning sites, exhibitions, and science trails. Meanwhile, intellectual results have also become visible, with most citizens now being able to respond to questions on what soil and its functions are and how they are endangered. Progress is still lacking, however, in education—a minimum of soil science knowledge is still not sufficiently anchored in official school curricula, and institutions for this task are not in place. Finally, it is strongly urged to use the opportunity that soil protection has recently been on the agenda of the European Union in order to develop international perspectives for soil education, especially in the field of e‐learning.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Soil education: A public need Developments in Germany since the mid 1990s</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Soil education: A public need Developments in Germany since the mid 1990s</title></titleInfo><name type="personal"><namePart type="given">Ludger</namePart><namePart type="family">Herrmann</namePart><affiliation>Institute of Soil Science and Land Evaluation (310), University of Hohenheim, D‐70593 Stuttgart, Germany</affiliation><affiliation>present address: ICRISAT Sahelian Centre, BP 12404, Niamey, Niger</affiliation><affiliation>E-mail: herrmann@uni‐hohenheim.de</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>WILEY‐VCH Verlag</publisher><place><placeTerm type="text">Weinheim</placeTerm></place><dateIssued encoding="w3cdtf">2006-06</dateIssued><dateValid encoding="w3cdtf">2006-03-26</dateValid><copyrightDate encoding="w3cdtf">2006</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="figures">1</extent><extent unit="references">30</extent></physicalDescription><abstract lang="en">Soil is a public good that has important public functions. However, public knowledge about soils was rather scanty in Germany up until the mid 1990s. This article summarizes and comments on the developments that have taken place in Germany since then with regard to the four major dimensions of soil education—time, target groups, actors, and media. In summary, a wealth of initiatives was started (and has since vanished), leaving behind a number of remarkable results like internet and e‐learning sites, exhibitions, and science trails. Meanwhile, intellectual results have also become visible, with most citizens now being able to respond to questions on what soil and its functions are and how they are endangered. Progress is still lacking, however, in education—a minimum of soil science knowledge is still not sufficiently anchored in official school curricula, and institutions for this task are not in place. Finally, it is strongly urged to use the opportunity that soil protection has recently been on the agenda of the European Union in order to develop international perspectives for soil education, especially in the field of e‐learning.</abstract><subject lang="en"><genre>keywords</genre><topic>public awareness</topic><topic>soil didactics</topic><topic>soil media</topic><topic>target groups</topic><topic>e‐learning</topic></subject><relatedItem type="host"><titleInfo><title>Journal of Plant Nutrition and Soil Science</title></titleInfo><titleInfo type="abbreviated"><title>Z. Pflanzenernähr. Bodenk.</title></titleInfo><genre type="journal">journal</genre><subject><genre>article-category</genre><topic>Review Article</topic></subject><identifier type="ISSN">1436-8730</identifier><identifier type="eISSN">1522-2624</identifier><identifier type="DOI">10.1002/(ISSN)1522-2624</identifier><identifier type="PublisherID">JPLN</identifier><part><date>2006</date><detail type="volume"><caption>vol.</caption><number>169</number></detail><detail type="issue"><caption>no.</caption><number>3</number></detail><extent unit="pages"><start>464</start><end>471</end><total>8</total></extent></part></relatedItem><identifier type="istex">D781D741E856C6E9391C211F937E428AB6A00134</identifier><identifier type="DOI">10.1002/jpln.200621984</identifier><identifier type="ArticleID">JPLN200621984</identifier><accessCondition type="use and reproduction" contentType="copyright">Copyright © 2006 WILEY‐VCH Verlag GmbH & Co. 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