The International University for the Bio-Environment (I.U.B.E.) The International University for the Bio-Environment (I.U.B.E.)
Launched by the Biopolitics International Organisation (B.I.O.) in 1990 see founding statement
,the International University for the Bio-Environment (I.U.B.E.) actions the B.I.O. belief that education is the key to enlightening students and teachers in all academic areas to become environmentally conscious and responsible world citizens. It is a truly “universal” initiative, encompassing all educational levels, set up with an ambitious but happening agenda to act as a catalyst, seeking to infuse educational institutions and their graduates with biocentric values and to encourage a deeper, internalised environmental awareness. The I.U.B.E. is seen as the means by which B.I.O. can vaccinate every human endeavour with a love of bios and impart this message to students, training professionals and decision-makers around the world.
The I.U.B.E. focuses on the dissemination of environmental education to universities and training centres internationally, and to all the disciplines taught within them, rather than offering traditional diplomas or awards. It is designed as an open and distance learning initiative, whereby leading experts, scholars and educators from 151 countries actively engage in the promotion of environmental thinking. Fighting the trend towards over-specialisation, the I.U.B.E. seeks to open up all areas of study and training to an appreciation of life on our planet. The aim is for the I.U.B.E. to become a think-tank for the development of multidisciplinary environmental concepts, beyond the confines of conventional environmental science, leading to a revised educational system with a view to the future.
The I.U.B.E.’s pioneering Bio-Syllabus is already part of the curriculum of numerous university courses in an expanding list of countries. It provides themed references to the highly regarded and wide ranging resource of published B.I.O. material, freely available to, in print and electronically – on the Internet and on CD-Rom.
e-learning
The work of the I.U.B.E. consists of leading educational projects, publications and an extensive e-learning programme. This e-learning programme places a wealth of educational material and resources online with its broad range of courses promoting pioneering dimensions in bio-education. The hope is to infuse new thinking in environmental education and to enrich the concepts of sustainable development for more information, please visit the e-learning section on this website.
The essence of bio-education
With the advent of globalisation, a major change in economic, social and educational priorities is shaping world views and ways of life and is creating new challenges for humanity. To meet these challenges, education for the new millennium requires a radical shift away from intra-disciplinary entrenchment and into creative and thoughtful action for the development of the highest potential of each individual for the benefit of the world and future generations.
The purpose and responsibility of bio-education, as promoted by B.I.O. since 1985, is to uplift the spirit of humanity and to reverse the crisis in values that has resulted in serious environmental deterioration. By providing interdisciplinary models with the environment at the core of every speciality, bio-education seeks to apply environmental protection to every human endeavour.
The understanding of changing environmental circumstances and of the fluidity of the concept of environmental protection requires the development of a critical appreciation of the numerous influences affecting the interactions between humanity and the environment. Environmental pollution is an international problem and a matter of vital importance for all. Concern over environmental questions is an international task, particularly for highly developed, industrialised countries. We must acknowledge our individual and social responsibilities and the fact that environmental protection involves confronting conflicting interests. There is a need to balance environmental and economic priorities in order to achieve safe and just global management. Bio-education consolidates awareness of the importance of incorporating the environment in every human endeavour and enables the realisation of the interdisciplinary nature of environmental protection.
Stressing the international character of environmental problems and the multidisciplinary nature of the environment is a priority in bio-education. The environment is an integrating concept referring to the sensitivity, experience and culture of each member of society. Environmental quality and quality of life are inextricably linked. Human rights violations, disease, hunger, lack of safe water resources and poverty are more common in areas of severe environmental abuse. Health problems linked to the environment, food subsistence and access to culture and general welfare, including security and peace, are some of the challenges to be faced.
Bio-education should be disseminated as widely as possible with the assistance of educational institutions, businesses, municipal authorities, governments, NGOs and other stakeholders. By promoting joint action in all sectors of society and the economy, a broad consensus about the development of an environmentally-responsible citizenry can be built.
The need for good quality training for teachers involved in bio-education cannot be over-stressed. Current inefficiencies in teacher training could pose serious problems in the future. Teacher training projects helping the introduction of environmental curricula into classrooms should be encouraged, while networking should be promoted on a world-wide level.
Teachers must also be encouraged and trained to use methods in which students become agents of their own learning by being truly involved in the learning process. The learning process has to be flexible and interactive so that students become independent and develop their own sense of initiative, responsibility and commitment.
Bio-education is an interdisciplinary subject of relevance to many fields of teaching. Given the complexity and the various levels of relationships with society as a whole, a wide range of subjects can contribute to bio-education. Educational institutions should therefore be encouraged to devise their own bio-education profiles, based on their strengths and the overall focus of their activities. The non-exclusive approach of bio-education is an opportunity to lift the barriers separating different disciplines and to offer a well-rounded education which is not hampered by overspecialisation.
New programs and curricula should be designed with this in mind, with the necessary adjustments in timetables and agendas. The promotion of bio-education in business, public administration and government should also be emphasized. Programs for vocational training and seminars for decision-makers are absolutely necessary if environmental awareness is ever intended to produce action.