(PDF) Environmental Communication: Considerations in Curriculum and Delivery Systems Development

ENVIRONMENTAL COMMUNICATION: Considerations in Curriculum and Delivery Systems Development editors: Alexander G. Flor Ely D. Gomez Copyright 1993 University of the Philippines Los Baños Published 1993 by the UPLB Institute of Development Communication with funding from the United States Agency for International Development (USAID) and the Department of Environment and Natural Resources (DENR) Natural Resources Management Program (NRMP) Excerpts of this book may be reproduced with written permission from the Director, UPLB Institute of Development Communication, on the condition that the source is indicated. For rights of reproduction or translation, application should be made to the Publications Committee, Institute of Development Communication, University of the Philippines Los Baños, College, Laguna 4031, Philippines. The responsibility for the views and opinions expressed in the papers rests solely with the authors. ACKNOWLEDGMENTS This volume is a collection of papers presented in the Curriculum Development Workshop on Environmental Communication sponsored by the UPLB Institute of Development Communication and the Natural Resources Management Program of DENR. It also contains the output of the different workshop groups wherein representatives of DENR, the academe, environmental management firms and non-government organizations participated. Funding for its publication was provided by the United States Agency for International Development. This undertaking has been conceptualized, planned and implemented through the initiative of Dr. Cleofe S. Torres, NRMP's Team Leader for IEC. We would like to thank Dr. Ronald Senykoff, Chief of the Office of Natural Resources and Decentralization, USAID; Engr. Richard Gnagey, Acting Chief of Party, DAI-NRMP; and Mr. Jesus F. Sarile, NRMP Coordinator and Public Affairs Office Director of DENR for their support and encouragement. We acknowledge the contribution of Dr. Antonio G. Moran, Dr. Madeline M. Suva, Prof. Luningning A. Matulac, Ms. Mia Liza A. Lustria, Ms. Maria Rovilla G. Casino and Ms. Concepcion A. Pidelo in facilitating and documenting the workshop. A.G.Flor E.D.Gomez CONTENTS FOREWORD Ben Malayang III PREFACE Ely D. Gomez CONTRIBUTORS CHAPTER 1. Introduction Alexander G. Flor 1 CHAPTER 2. Environmental Communication and Culture Cecille Guidote-Alvarez 9 CHAPTER 3. The Practitioner in Government Amelia Dulce D. Supetran 15 CHAPTER 4. The Practitioner in the Private Sector Socorro L. Patindol and Marlito L. Cardenas 21 CHAPTER 5. IEC as a Basic Framework Felix Librero 25 CHAPTER 6. Competencies of the Practitioner: Insights from the Academe (Part 1) Nicomedes D. Briones 37 CHAPTER 7. Competencies of the Practitioner: Insights from the Academe (Part 2) Lucrecio L. Rebugio 41 CHAPTER 8. A Sampling of the "New" Literature Alexander G. Flor 47 CHAPTER 9. Towards and Environmental Communication Program Alexander G. Flor 69 AFTERWORD Delbert McCluskey 73 ANNEXES 75 FOREWORD The Department of Environment and Natural Resources believe that, by itself, the government cannot muster all the resources and capability to address the ever expanding extent of environmental and natural resources problems in this country. We need to obtain what other resources and capabilities there are in the other sectors of our society. We need to add on to our capabilities in government if only to achieve a higher level of capacity to address burgeoning environmental problems. It is imperative for DENR to build mutual trust and confidence -- partnerships, we call it, with other sectors or society. First, we need to build up the confidence on DENR of people's organizations, non-government organizations and private business, to get them to desire to support DENR. Second, we need to erect the necessary social and organizational structures to allow for the interaction and complementation of efforts of DENR and its partner sectors. This being the case, I would like to stress that the need for DENR to develop its institutional communication capacities is urgent. This sense of urgency would should prod and eventually enable DENR to reach and to touch others better. Here, we want to emphasize a difference. DENR probably needs to improve its communication capabilities not just by way of obtaining better communication techniques, but more importantly, better ability to create social change. In my very limited view of communication, there are probably two ways of looking at communication problems. First is to look at communication as a body of techniques - technology that deals with instrumentation, methods, procedures. This perspective, called the KAP (Knowledge, Attitudes, Practice) Approach, brings us to gather data required to assess the effectiveness of communication undertakings. On the other hand, we could look at communication as a macro- social process. This is what I refer to as the mega communications phenomena. Here, our aim is not just simply to understand and utilize techniques, but rather to understand social dynamics and build upon this understanding a capacity to make a change. This change is by way of the interaction of social units. This latter view allows us look at communication as a system based on the sensitivity of individuals and of social groups. It prompts us not to look at others as mere receivers of messages but as co-equal participants in the communication process. The intention and the object are not only to send. There exists a need to empathize, to put oneself into the other's shoes, or more appropriately in our case, the other's moccasins. By doing so, we create change, not only in lieu as a source in the communication process but as a receiver as well. I believe that in this type of communication concern, we are actually addressing social transformation. As far as DENR is concerned, we will have to undertake initiatives along this line if we are to achieve our goals and targets. This point has been continually stressed yet we continue to be amazed at how little technology is actually needed in solving our environmental problems. Technology-wise, we know what to do with these problems. Experience has shown that these technologies fail because of the institutional and social factors associated with them. It has become very apparent that these problems may be less efficiently addressed by technology than by character, the development of the ideal national character. It follows that the challenges to environmental communication is no longer a question of obtaining the data required in determining which media to employ or which color to use in a poster. We have to go beyond these considerations. We have to be sensitive of how the Ibaloi, for instance, looks at the mountain, how the Mangyan looks at the forest, how the urbanized, socialite populations of Dasmarinas and Forbes Park look at the streets and parks of the city of Metropolitan Manila. We can walk in their moccasins, so to speak and be able to see things as they see it. Then we can communicate to them how to see things in our own moccasins. However, there exists an aversion for many in the environmental sector to walk in the moccasins of others and for them to share its moccasins with others. This is the more pressing challenge that we face in the Department. Such an issue is no longer a matter of science, technology or techniques. Most of our people in the Department are technical people. Many of us think of reforestation as simply planting trees. Reforestation is not just planting the trees. First of all, we have to plant the idea of planting trees. Not unless that becomes an idea in people's lives, they will never think that planting trees is their own act. Hence, I regard this volume, this compilation of papers as an engineering document, albeit a social engineering one. We must build the capacity to share worldviews, to feel how the others feel about environmental problems. We, at the environmental sector, are badly in need of this capacity to empathize. We believe that all interventions of the Department must be more developmental than regulatory and must be introduced to society at large by way of community organizing. Our expanding view of community organizing is really community communication. The task is probably not as simple as it may sound. I have always been amazed at how communication practitioners fail to communicate the complexity of communication. This process is not just something to deal with and set aside. It should become a major thrust of the Natural Resources Management Program. Indeed, sound policy decisions begin with an increased capacity for mutual understanding within DENR and its partner sectors. BEN MALAYANG III Undersecretary, DENR PREFACE It is common knowledge that environmental degradation is now a serious and growing concern in the country. The UPLB Institute of Development Communication has been actively seeking ways to contribute in solving the continuously increasing problems concerning the environment. In 1988, a Symposium-Workshop on Environmental Research and Development sponsored by the Philippine Council for Agriculture, Forestry and Natural Resources Research and Development (PCARRD) had participants representing the six ecosystems: forest, cropland, coastal, marginal land, urban and fresh water ecosystems. The participants identified a common problem -- communication. The problem was expressed in terms of: (1) absence of effective techno-transfer system for forest ecosystem; (2) lack of public information or awareness for coastal and freshwater ecosystem; (3) low adoption of technology and lack of awareness of environmental issues for grassland integrated areas and (4) inadequate basic information for urban planning and development for urban ecosystem. One of the major recommendations of the participants in the seminar- workshop was to train manpower in development communication. Although there seems to be a growing recognition among environmentalists about the importance of communication in promoting ecological concerns in the Philippines, it is still a neglected factor in the environmental sector. Policy makers and planners often regard communication as providing a supportive role. Very few realize its potential contribution in, among others, environmental management through networking; environmental communication through enculturation; and environmental advocacy through agenda setting. This lack of understanding may be attributed to the lack of training be it formal or non- formal on environmental communication. This volume aims to address this need. It is a collection of papers which were presented in or which resulted from a two-day Workshop on Environmental Communication Curriculum Development. The activity was sponsored by the USAID-DENR Natural Resources Management Program and implemented by the UPLB Institute of Development Communication. The workshop assessed the communication education needs of the environmental sector and explored appropriate non-traditional modes of education and delivery systems. Likewise, it proposed courses that were deemed responsive to the goals of the environmental sector. We hope that this volume would be the start of a fruitful and continuing partnership within the environmental sector aimed at the promotion of environmental concerns through communication. ELY D. GOMEZ Director, UPLB-IDC CONTRIBUTORS Ms. Cecille Guidote-Alvarez is founder of Development, Rehabilitation and Education Through Arts, Media and Music (DREAMS) Academy. She is the Communications Director of Earthsavers, a nationally-active environmental NGO. Ms. Alvarez is well-known in the field of theater and television. She has a weekly television program, Balintataw, aired over Channel 4. She is married to environmentalist-legislator Sen. Heherson Alvarez. Dr. Nicomedes D. Briones is Director, Institute of Environmental Science and Management (IESAM), University of the Philippines Los Baños. He served as Resource Economics Consultant for the Asian Development Bank in the Philippine Environmental Education Technical Assistance Grant. Dr. Marlito L. Cardenas is President of the Environmental Management Systems, Inc., a firm specializing in environmental protection and training. Dr. Cardenas is the foremost industrial environmental impact assessment expert in the Philippines. He serves as Affiliate Professor of UPLB-IESAM. Dr. Alexander G. Flor is Team Leader of the IESAM-ERMP Cultural Approaches to Environmental Education Project funded by the Canadian International Development Agency. With Dr. Cardenas, he co-authored a two- volume manual, Public Participation in EIA, for ADB and EMB. Dr. Flor is with the faculty of the UPLB-IDC. Dr. Ely D. Gomez is Director and Professor of the UPLB Institute of Development Communication. She served as Curriculum Development Consultant on forestry extension and communication for the Food and Agriculture Organization of the United Nations in Nepal. She has authored various publications including The Development Communication Primer (co-authored with N.C. Quebral, 1976). Dr. Felix Librero is Associate Dean and Curriculum Committee Chairman, UPLB College of Agriculture. Dr. Librero is frequently engaged as consultant in the field of educational communication. He serves as environmental IEC resource person for UPLB-IESAM. He has worked with the ADB, USAID and AIDAB. Dr. Librero is Associate Professor of Development Communication at UPLB- IDC. Dr. Ben Malayang III is Undersecretary for Research and Environment of the Department of Environment and Natural Resources. He is a senior faculty member of the UPLB-Institute of Environmental Science and Management. Dr. Delbert McCluskey is Program Officer of the Office of National Resources and Decentralization of the United States Agency for International Development, Manila. Ms. Socorro Patindol is currently the Business Development Manager of the Environmental Management Systems, Inc. She has two master's degrees in environmental science, one from UPLB and another from the University of Dublin. Dr. Lucrecio L. Rebugio is Chairman of the Department of Social Forestry and Chairman of the Curriculum Committee, UPLB College of Forestry. He is frequently engaged as consultant by the Department of Environment and Natural Resources. Ms. Amelia Dulce Supetran is Chief, Environmental Education and Information Division, Environmental Management Bureau - DENR. 1 Environmental Communication ════════════════════════ CHAPTER Introduction by Alexander G. Flor he impetus for this work arose from a casual observation that most of our environmental communication programs have achieved very little. Some would take issue with this observation. Yet this has been a recurring topic of discussion and it has become a foregone conclusion to many that environmental communication has been neglected. For instance, 1991 has been named Information, Education and Communication year for the Department of Environment and Natural Resources. The year has come and gone and not much has been done by way of IEC. Perhaps it is because we, as environmental communication practitioners, have not really deviated much from our media-centric, source oriented conventions against our better judgment. Perhaps it is because some of us have patterned our environ- mental communication strategies with our development communication experiences. And much of our exposure in development communication adopts the agricultural commodity bias. Perhaps it is because of the innate inadequacies of IEC, KAP or social marketing approaches. Any of these possibilities would point towards the academe as partly to blame. Are we preparing and equipping practitioners adequately for environmental communication undertakings? Is our curriculum responding to the needs of the sector? What are the needs of the sector? What are the competencies of the environmental communication practitioner? To answer these questions, we consult those who require the services of environmental communicators the most: government regulatory agencies, non-government organizations and private environmental managers. However, we would like to think that our curriculum model is praxological, wherein we converge theory and practice. Hence, we shall also hear 2 Environmental Communication ══════════════════ from the academe as to their vision of how environmental communication should be practiced and taught. These inputs would enable us to work towards a responsive program on environmental communication. One of our assumptions is that environmental communication -- how it is perceived, practiced and subsequently taught -- often depends on the view of environmental management that one adopts. Current models of environmental management highlight the relationship between social systems and ecosystems. In Rambo's model of human ecology (1984), the human social system and the ecosystem are treated as subsystems of a larger whole with plausible points of interconnections wherein energy, materials and information are exchanged. Likewise, Lovelace (1984) presents a human ecosystem model composed of the natural world closely linked with the socio-cultural components of human life. These models support the need for environmental communication. Yet these models are also indicative of our conceptual boxes and biases. Can we reckon with nature without reckoning with culture? Can we manage our environment without managing ourselves? Surely, one concept follows the other and is inextricably linked. The conventional dichotomies and conceptual boxes of natural and cultural, biogeophysical and social, environmental and individual no longer apply in this sense. The concept of continuum rather than dichotomy would be more appropriate. The Conventional IEC Approach The predominant worldview marginalizes the role of culture in undertakings that concern nature. Such a perspective may also be prevalent in the conduct of environmental IEC (Information, Education and Communication) wherein planners display some indifference to the cultural appropriateness of their methods. The usual or conventional approach to information drives, educational programs 3 Environmental Communication ════════════════════════ and communication campaigns is through the project method. A project by definition has known objectives, a specified beginning and a predetermined end. It is not by any means a going concern. The term "campaign" in itself implies a series of military or political operations with identified targets and precise strategies of implementation. This is reflected in current IEC jargon, e.g. target audience, specific objectives, media strategies, message bombardment, broadcast support (as in "air support"), intervention and others. IEC programs are planned, implemented and managed as campaigns. For sure, conventionally-run IEC programs are useful in achieving time-bound, bite- sized cognitive, attitudinal or behavioral objectives such as in marketing toothpaste, promoting condoms or planting a tree on Earth Day. But meaningful environmental awareness goes way, way deeper than this. Environmental consciousness is a function of a society's collective cosmology, worldview and values, hardly things one can change with a news release, a cluttered poster or a thirty-second TV ad. Unfortunately, the lack of proper appreciation of this has led to environmental IEC programs wherein, as Cecil Guidote-Alvarez puts it, "millions are spent on a Madison Avenue style of advertising that does not connect with the understanding of the fisherfolk or the farmer." One only has to analyze the IEC initiatives implemented in foreign-funded environmental management projects to observe this. Communication and Culture Since 1991, the UPLB Institute of Development Communication has been conducting a longitudinal study on communication and cultural change in collaboration with the East-West Center Institute of Culture and Communication. This study adopts as its framework a theory of social dynamics which states that the manner by which a society transforms is a function of the collective psyche of that society. This collective psyche, in turn, has three dimensions, namely, communication, culture and social policies. Communication is one of the major variables of social transformation and should 4 Environmental Communication ══════════════════ thus be employed to achieve the highest social good at the shortest amount of time. This argument originated from the writings of Lasswell (1948), Lerner (1963) and Schramm (1967). Theories such as the Agenda-Setting Function of Media and The Media Dependency Model are supportive of this line. It should be noted, however, that these theories hardly form the bases of conventional IEC or social marketing programs. The influence of culture on social dynamics is no less profound as may be deduced from Chu (1989). Similarly, relating culture to the collective psyche form part of the gist of Senate Committee Report No. 415 (Shahani et al, 1989). From the point of view of development communication, culture is the expression of society's collective psyche. Hence, communication and culture are inextricably linked. An IEC program would thus have its cultural dimensions. Similarly, cultural intervention would in essence be based on communication. Environmental Communication as Cultural Intervention Environmental consciousness can best be brought about by social transformation or cultural change. Based on current literature, cultural intervention is indeed feasible (e.g. folk media; conscientization; values formation) and, in fact, have been applied primarily but not solely through the use of media. Other institutions - family, schools, government, the Church - need to be involved. Conventional IEC, by contrast, is time-bound, specific and media-centric by nature. If one's objective is to lobby for a law (such as the total log ban) then the IEC program is rarely focused beyond that. IEC as such is based on the advertising model and is applicable only in the short-term. Its impact is fleeting and superficial. Incorporating the cultural dimensions in environmental IEC planning would involve tapping the most influential forces of contemporary culture such as folk songs, radio dramas, music videos and popular komiks. Using jingles generated by advertising companies, radio and TV spots, news releases or agency propaganda komiks would be less productive. It would involve looking into our traditional culture and determining how earth values were enculturated in the past. It would entail reviving 5 Environmental Communication ════════════════════════ our myths and legends, our pamahiins and oraciones, not to undermine scientific thinking or Church doctrine but on the contrary to preserve the awe and respect for Nature incumbent upon science and religion. Furthermore, it would be on the long- term, approximating a movement, a continuing cultural phenomenon. It would involve personal networks, grassroots organizations and social institutions. For us, this is how environmental communication ought to be practiced. This should also determine the type of training needed for Environmental Information, Educa- tion and Communication, a view which is somewhat shared by the four environmental sub-sectors -- government, industry, non-government organizations and academe -- represented in this volume. References Chu, Godwin. Studies of Cultural Change in China and Thailand: Some Preliminary Findings. Limited circulation paper. East-West Center Institute of Culture and Communication. Honolulu, 1989. Lasswell, Harold D. The Structure and Function of Communication in Society. The Communication of Ideas (Lyman Bryson, Editor). Institute of Religious and Social Studies. New York, 1946. Lerner, Daniel. Toward a Communication Theory of Modernization: A Set of Considerations. Communication and Political Development (Lucien W. Pye, Editor). Princeton University Press. Princeton, 1963. Lovelace, George. Cultural Beliefs and Management of Agroecosystems. An Introduction to Human Ecology Research on Agricultural Systems in Southeast Asia (A.Terry Rambo and Percy Sajise, Editors). University of the Philippines at Los Baños. Los Baños, 1984 Rambo, A. Terry. Human Ecology Research by Social Scientists on Tropical Agroecosystems. An Introduction to Human Ecology Research on 6 Environmental Communication ══════════════════ Agricultural Systems in Southeast Asia (A. Terry Rambo and Percy Sajise, Editors). University of the Philippines at Los Baños. Los Baños, 1984. Schramm, Wilbur. Communication in Crisis. The Process and Effects of Mass Communication (Wilbur Schramm and Donald Roberts, Editors). University of Illinois Press. Chicago, 1967. Shahani, Leticia. Moral Recovery Program: Building a People, Building a Nation. Committee Report No. 415. Philippine Senate. Manila, 1989. 7 Environmental Communication ════════════════════════ CHAPTER Environmental Communication and Culture by Cecille Guidote-Alvarez his undertaking by the UPLB Institute of Development Communication addresses an issue that we have been literally screaming about -- the lack of understanding and appreciation of the importance of relevant cultural communication within develop- ment blueprints of government. Development programs fail because of the absence of the cultural ingredient. There appears to be little understanding of it as a critical dimension since it is given low priority. Furthermore, communication programs are generally perceived as akin to the Madison Avenue style of advertising. Applied to environmental management, this approach very often becomes irrelevant with the ways of thinking and values of the common people whom we have to reach. Additionally, environmental issues/concepts are too abstract for the common people. There is a need to popularize scientific information about the environment. Information should not be left within the halls of academe or in the minds of so-called technocrats. Every human being -- including the fishermen, the farmer, the taxi-driver -- should have access to this. But then, this information must be transformed into symbols and messages that people can understand, connect to and relate with. Indeed, changing values is a critical activity in environmental management. We must reaffirm our good values and beliefs. Unfortunately, our media and even our educational system operate in such a way that we have a superimposed matrix of foreign influences that do not move people in the right way. Nowadays, there is an honest assessment of experiences in environmental education and communication. Allow us to share our assessment and offer alternatives. 8 Environmental Communication ══════════════════ Recently, we founded the Development, Rehabilitation and Education through Arts, Media and Music Academy. DREAMS Academy is an interdisciplinary school that employs traditional ways of disseminating and communicating environmental information using alternative media. It utilizes different communication approaches in presenting environmental messages such as songs/chants, dances, plays and artwork. DREAMS Academy uses peer-to-peer communication and the participatory approach to learning. We harness local talents and involve technocrats/scientists in workshops to provide technical data and creative translations to communicate environmental messages. We "fertilize the mind" by un- raveling environmental issues for the people to become aware, to internalize and to act upon issues. DREAMS Academy has become a "creative reconciliator" by: weaving together modern and traditional ways of communicating environmental messages; reconciling modernity with cultural survival through linkages with our indigenous heritage; and presenting the issue/problem so that people can reflect on it and provide their own solutions. In the Academy, we get involved in what people consider "weird" things such as having disabled persons, tribal minorities and the out-of-school youths as constituents. On our part, we believe that involving them is necessary. They should be part and parcel of multi-level planning for environmental action. Another thing considered "weird" is doing a soap opera. To us the traditional way of communication among people is story-telling through radio, television or comics. It just got modified into its electronic offspring. Instead of escapist soap operas peppered with mistresses, slapping, screaming, endless sex and violence, we can produce a soap opera that will mirror the environmental realities that confront us. Our forest guards can be better understood, explained and mirrored in these productions. The fact is, most people do not even know what a forest guard is or if he exists at all. Soap operas bring about a flesh and blood connection to the forest fire, the illegal logger, the corrupt official, the civic leaders -- every facet and key actor of society. 9 Environmental Communication ════════════════════════ We are doing an alternative television drama, Balintataw. In order to do this, they put us in TV's graveyard shift. I had to convince a government station that it was their responsibility to put us on the air not just on a graveyard shift, but also on a daytime Sunday slot. Otherwise, the battle for the minds of our people will be a battle between the school teacher and the commercial movie producer. Had we been appreciative of the cultural dimension, the logging debate could have easily been put into context in a balagtasan. Very early on, children could have been introduced to every tribal community through their folktales. We can have our much needed cultural identity through these initiatives. Among other things, what we are doing in the academy is our way of focusing on the fact that people generally do not understand what sustainable agriculture is. We agree that it is jargon, yet defining it is so simple. We define it as caring for the welfare of our children, up to the seventh generation. That implies not to use up all the wealth of the country in terms of natural resources. These should be used equitably, conservatively and judiciously to leave something for our children and to the future generations up to the seventh. Sustainable agriculture is part of indigenous teachings. Hence, this new "earth ethic" is not so new at all. For thousands of years, our indigenous peoples have lived without using up all of the resources, leaving some for us. Their wealth of wisdom may be gleaned from this guideline: they will not consider doing anything that will hurt their children, grandchildren, great grandchildren up to the seventh generation. Reciprocally they subscribe to a seventh generation teaching that they should not dishonor their ancestors. Simply put, if everybody assimilates and reaffirms the value of the indigenous, then we shall be practicing sustainable development. Our organization, the Earthsavers, conducted an indigenous people and youth partnership for sustainable development undertaking recently. Our youth, in spite of their propensity to move towards modernity, can be linked with traditional culture. We hope to reconcile modernity with cultural survival by connecting them through 10 Environmental Communication ══════════════════ our indigenous heritage part of which is the protection of bio-cultural diversity. We would like to share to you the Ten Commandments of Earthsaving. Man shall plant more trees and stop illegal logging and burning of forests. Man shall protect endangered species, our indigenous heritage and bio- cultural diversity. Thou shall not resort to destructive methods of fishing and shall rehabilitate damaged corals. Thou shall stop polluting the soil and waterways with garbage and toxic waste, instead recycle and compost. There is cash in trash. Thou shall not resort to burning to dispose of garbage especially plastic to avert climate change. Man shall stop using CFCs and other ozone depleting chemicals. Thou shall stop emissions that cause mental retardation and diseases, especially on children by keeping vehicles and factories in good running condition. Man shall not smoke cigarettes especially on enclosed spaces and never play around with drugs. Man shall conserve water and energy because the earth has a limited carrying capacity. Keep population in balance with natural resources. Man shall pursuit wars, avoid nuclear chemical weapons that will destroy our common home. When I went to Vienna to attend the international human rights conference, I had a 11 Environmental Communication ════════════════════════ blind child with me. I literally cried, begged, screamed and spent a fortune making phone calls for them to get this child to come over. Yet, because of her, the proposal for an indigenous cultural Olympics as a vehicle for human rights education to stop violence against mankind and Mother Earth was approved instantly by the UN Secretary General. Being the NGO speaker in the conference, I passed the mike to this blind child who sang "Children of War." There was not a single eye that was dry after they heard the child sing. The Secretary General told me that this child within three minutes made us think and feel about issues we have been debating for the past ten days. The environmental agenda has provided us with the mechanism for national unity, identity and people empowerment. Let us not neglect the importance of the cultural ingredient, the traditional values of the community. It is through creative transfor- mation and adaptation that we shall move forward whatever our development plan is. This is the key. 12 Environmental Communication ══════════════════ CHAPTER The Practitioner in Government by Amelia Dulce D. Supetran he country's overwhelming environmental problems require no less than radical and innovative solutions. They need the closing of ranks and consolidation of efforts of all sectors if we are to forestall the looming environmental crisis. Environmental management and protection has to move from government's domain and become everyone's concern. Public participation in environmental management, fortunately, has been growing over the years, fueled by the surge of environmentalism in the late seventies. Environmental communication and education played a largely central role in bringing about this phenomenal growth in environmentalism. The importance of environmental communication could, therefore, not be overemphasized. However, there are not enough environmental communication practitioners to go around. This is a particularly significant problem for government as it has to promote its environmental programs to elicit public participation. Government has had a long history of failed programs and projects which could be traced to ineffective com- munication with its recipients, the people. There is therefore, a need to produce more graduates to fill this particular need or to train existing personnel to become effective environmental communicators. Environmental Communication and Education in Government The late seventies marked the start of the government's environmental information campaign when experts sounded the alarm on the rapid deterioration of the country's environment. The then National Environmental Protection Council (NEPC) and National Pollution Control Commission (NPCC), forerunners of the Environmental Management Bureau (EMB), embarked on information drives, 13 Environmental Communication ════════════════════════ although probably limited by present standards, on the protection of the environment. With government reorganization in 1987, the Department of Environment and Natural Resources was mandated under Executive Order No. 192 to pursue aggressive environmental education activities. This it did through the Environmental Management Bureau, which formed an Environmental Education and Information Division. At the time, there was explicit recognition that while there were environmental education activities going on, these were largely uncoordinated, haphazard and mostly redundant. In October, 1989, therefore, with funding assistance from the United Nations Development Program (UNDP), the EMB, together with people from the various academic institutions, relevant government institutions like the DECS and non-governmental organizations, formulated the draft National Strategy for Environmental Education. The Strategy was envisioned to serve as a blueprint for environmental education not only for government, but for other entities involved in this field, as well. the practical aim of the strategy was to optimize the contribution of people in making the environmental education system more valuable, efficient and effective. On a wider perspective, the education strategy aimed to promote and develop within the educational system, a commitment to a new approach to learning involving human/ environment systems. The Strategy proposed activities in both the formal and non-formal sectors. Activities proposed to be undertaken for the formal education sector include, among others: Evaluation of the current level of understanding of environmental concepts; Listing of environmental education concepts for Grades K to 10; Development of short-term courses on treating contemporary environmental issues in an integrated manner; Linking of formal environmental education efforts with non-formal activities of NGOs and youth movements, interest clubs, and the maximum use of school surroundings and other places of environmental significance; Development of supplementary materials/ source books on environmental education for teachers; and, Revival/reactivation of environmental protection organizations in schools. For the non-formal sector, example of actions deemed necessary were the following: Conduct of orientation seminars particularly on environmental laws, rules and 14 Environmental Communication ══════════════════ regulations; Print media production (flyers, brochures, pamphlets); Popularization of small discussion groups; and, Providing mass media exposure, i.e., tri-media, print, RTV, special media, puppet shows, community theater. The EMB has started undertaking some of these activities, like the listing of environmental education concepts for systematic integration into the curricula of elementary and secondary schools; holding of environmental orientation seminars for academic administrators and other school officials; production of slide and video materials on the environment; production and airing of radio and TV plugs on environmental issues like air and water pollution; garbage, toxic and hazardous wastes management; and, production of print media materials like posters, pam- phlets and flyers. Also, EMB published its state of the environment report for the decade of the eighties; comes out with a quarterly Environmental Education Bulletin for reporting EE activities of academic institutions and organizations; and, a semi- annual journal which tackles issues like sustainable development. It also coordinates the yearly celebration of World Environment Day and Philippine Environment Month in June, at which time environmental contests, usually in the arts, are held. With funding assistance from the Asian Development Bank (ADB), a state of the art review of environmental education in the Philippines was undertaken by the EMB with the Educational Development Project Implementing Task Force (EDPITAF) of the DECS in October, 1991. The study culminated in the development of the National Environmental Education Action Plan (NEEAP) in May, 1992 into which the Environmental Education Strategy was subsequently subsumed. It addresses the environmental education needs of the sectors in basic education and teacher training, tertiary education and specialist training, and non-formal education. It comprises of eight programs, namely: Institutional Development, Curriculum and Materials Development, Research and Development, Training, Information, Education, Communication and Social Advocacy, Scholarship, Upgrading of Facilities and Equipment, Policy Development and Reforms. Concurrent with all the above activities, the EMB conducts specialist training, the most extensive of which is the "Human Resources Development in Environmental Planning and Management for Sustainable Development," a 3-year training program 15 Environmental Communication ════════════════════════ funded by the UNDP which commenced in October, 1991 and will end September, 1994. The HRD aims to develop capability on environmental planning and management at the local level, in support of the implementation of the Local Government Code. Because of the intensive need, the EMB also fields resource persons and speakers for school fora and other seminars, as well as, maintains a library for environmental researchers. All of these activities required a variety of skills, some of which we had at the very start, but most of which had to be learned along the way. It was not only necessary to have communication and organizing skills but imagination, vision and the will to try out innovative ideas. Skills Needed Based on our experience, environmental communication practitioners must be proficient in the following: • environmental advocacy • innovative/creative environmental communication techniques • environmental information materials production • networking and community organizing • conflict-resolution • institutional coordination and linking • environmental communications planning Additionally, they must be proficient in environmental issues and statistics and must have a macro perspective of what is happening in the environmental field. They would likewise profit from an environmental values education for true believers in the environmental cause make good environmental advocates. Conclusions The public's involvement in environmental management and protection will depend, to a large extent, on their level of awareness about environmental issues and the 16 Environmental Communication ══════════════════ commitment arising from this consciousness. The extent to which such awareness could be aroused and cultivated would rely heavily on the manner in which environmental messages are relayed to them. It is, therefore, important for government to upgrade the communication and organizing skills of the relevant units/personnel handling its environmental information campaigns or involved in extension work. It is not enough that information campaigns and environmental education activities are well planned. They must also be well delivered. This would require, therefore, capable personnel to do the job. 17 Environmental Communication ════════════════════════ CHAPTER The Practitioner in the Private Sector by Socorro L. Patindol and Marlito L. Cardenas egros folk buck geothermal plant" "Benguet Corporation, urged to close open-pit mine" "30 companies blamed for bay pollution" "Mt. Apo geothermal project stirs popular opposition" "Go easy in protest vs. Ontario Hydro, Alvarez tells workers" These are just a few newspaper headlines from the past two years. Excluded yet are those reports about the conflicts in Calaca and Masinloc Coal Fired Power Plants. Like many developed and developing nations, we are now grappling with the twin and often conflicting objectives of environmental protection and industrial development and often not making a good job of harmonizing the two. It is becom- ing clear and apparent that the problems that occur today in the development of our industrial sector are not satisfactorily managed and resolved by our existing government structures. This chapter proposes that an innovative and appropriate process is now necessary and in order. The process of environmental communication has great potentials to contribute to the balancing efforts for environment and development. Much of this chapter is necessarily taken up with explaining how environmental communication works in the private sector and the requirements of an effective environmental practitioner. Environmental 18 Environmental Communication ══════════════════ Communication Environmental communication is a dynamic process of developing and enhancing relationships to attain economic growth in a clean and green environment. In environmental communication, the public is assumed to have something to offer. They have the ideas and perceptions of the problems and issues in their environ- ment, and that they have the experiences and insights to manage or solve the prob- lems. Considering this, the participation of the public in environmental management is crucial. To be able to undertake and experience genuine participation, however, communication is an essential requisite. The conventional one-way SMCR Model (sender-message-channel- receiver) is quite impracticable in environmental communication. Vital is the establishment of a common frame of reference for the parties involved, for them to be able to talk and listen and eventually, achieve mutual understanding. Timing is very important in environmental communication. The timing of activities involved should be in accordance with the mood of the public and the situations (on site or in the commu- nity). Through environmental communication, functional relationships are developed between and among the stakeholders, conflicts are minimized if not eliminated, and cost effectiveness is attained. Various Publics A critical factor for any organization to survive is its ability to identify and relate with its various publics. The following is a description of how environmental communica- tion works and the requirements of an environmental communication practitioner in the various publics of the private sector: community, internal public, management, regulatory agencies and others. Community. The environmental communication practitioner must be able to enlighten the community by providing adequate, relevant and understandable infor- mation about the firm. In the same way, she/he must be able to understand their perceptions, beliefs and values, become aware of the needs of the community and be able to identify ways of how the firm could enhance or rehabilitate their life support 19 Environmental Communication ════════════════════════ system. In the process, participation and cooperation will be achieved. In timing, early environmental communication may avoid conflicts. Internal Public. The internal public is the personnel of the firm. Environmental communication could be integrated in the HRD Program to get staff commitment for a clean and green environment, for them to identify and adopt waste minimization techniques, become active participants in pollution control and management, and conscientiously utilize and manage the resources of the firm thereby increasing productivity and contribute to the economy. Top Management. Environmental communication works to influence the com- pany's decision makers to adopt a corporate policy for a clean and green environment, and conduct an environmental management program that includes monitoring the impact of the industry on the social and bio-physical environment. The practitioner must be able to relate with the top management, relevant and valid data about the nature of the environment and impact of the firm's industrial activities and the corresponding responses of the affected community and other interested parties. Critical then is the timing of feedback and accuracy of information. Regulatory Agencies. The environmental practitioner plays the role of a liaison between the firm and the regulatory agencies. He/she should be up to date with current policies and regulations that are relevant to or that may affect the firm. Other Companies . Aside from being also a liaison, the environmental practitioner should be innovative and creative for their company to lead others in the industrial and business sector in the campaign for a clean and green environment. Summary In summary, environmental communication is beneficial not only for the firm or the private sector but for the involved publics as well. It enhances social relations, and develops functional linkages between and among interested publics. It is practicable in intra-company and inter-company relations. It is cost-effective. It promotes economic efficiency and productivity. Must especially, it is a strategic process toward 20 Environmental Communication ══════════════════ achieving a lean, clean and green environment. The development of the curriculum for environmental communication is therefore in cadence with the demands of the time. 21 Environmental Communication ════════════════════════ CHAPTER IEC as a Basic Framework by Felix Librero he concept of information, education and communication (IEC) is by no means new. IEC, for a long time, has been the label that refers largely for the creation of awareness about and motivation to adopt family planning methods and activities mainly through the use of mass media. In the Asia-Pacific Region, communication components or units of national population programs have invariably been called either information, education and communication (IEC) units, or information, education and motivation (IEM) units. The fundamental function of these units have always been to "prepare and disseminate materials, the message content of which is based on current population data and research findings appropriate for the intended audiences within the context of the local social, cultural and religious situation." The communication units must be able to provide continuing public information using different forms of presentations through different media channels, and content appeals that are in keeping with the situation as indicated by up-to-date population data and research findings which are consistent with national population policy. The first major national population program in the Asia-Pacific Region was launched in India in 1964. That program did not have a large-scale public information component. Information and motivational work were carried out largely through interpersonal communication. Later on, the mass communication unit was created and an increasing number of field staff was engaged to conduct home visitations. These innovations soon involved educators and the educational system. In 1974, the first national population information center in the Asia-Pacific Region was established at the Korea Institute of Family Planning. In the following 11 years, 22 Environmental Communication ══════════════════ similar centers were established in Afghanistan, Bangladesh, China, India, Indonesia, Malaysia, Nepal, Pakistan, Philippines, Sri Lanka, Thailand and Vietnam. How IEC Works Individually, information, education and communication have become very important components of population programs world-wide. In the Asia-pacific Region, for example, UNESCAP observed that governments have organized their family planning programs with three basic information units (UNESCAP, 1987), as follows: National population information centers which collect, organize, store, retrieve, analyze, synthesize and disseminate scientific and technical information both in its original format and its "processed" and "repackaged" formats to policy makers, program staff, teachers and university students. Population education units which repackage scientific and technical information for in- school/ non-school programs; and Communication units which repackage scientific and technical information in appropriate formats for the general public and disseminate it through mass media and direct campaigns. There is a lot of grey area between the three information units. Hence, one cannot say for sure at what point one information unit starts and the other stops. However, for purposes of analysis, let us look at these three units separately according to function as suggested by UNESCAP (1987). Information management. A very common observation in the population literature is the inadequate use of available data and information for evaluating policies and programs, reformulating policies and solving program problems." Very frequently, data are underutilized. The goal, therefore, of the information unit is to increase efficiency of use of information either in its original format (research/tech- nical reports) or in repackaged or reprocessed format (synthesis or popularized 23 Environmental Communication ════════════════════════ versions). Population education. The population education unit is responsible for disseminating information in-school (mostly through curriculum development activities) and non-school (through educational agencies other than the schools). Based on experiences in the developing world, Harriman (1983) identified six factors influencing the success of family planning education efforts, as follows: *having clearly defined objectives and evaluation strategies; *adequate attention to women's roles within and outside the home; *mobilizing effective and sustained support of men; *making efforts to direct specific development communication strategies toward target groups. *adequately training educational workers; and *linking national program with appropriate local institutions to gain recognition and support from these bodies. Communication media. The communication unit disseminates information to the general public through mass media and campaigns designed to change attitudes and practices. Of course, the effective use of media depends largely on the media exposure of the target audience. For example, in his study of the use of mass communication media in the family planning program of Venezuela, McNelly (1976) observed that: As people reach the economic stage of gaining access to the full range of media offerings, they become more selective. They achieve more autonomy in terms of the kinds of content they prefer and to media they use to satisfy their needs. This poses a challenge to communication campaigns and strategies to provide messages that will 24 Environmental Communication ══════════════════ attract audiences in whatever medium they may appear. In a synthesis of reports on the IEC of population programs in various countries, UNESCAP (1987) identified six factors that hamper IEC activities. These are: 1. lack of understanding of the roles of the information units within the population programs; 2. lack of trained manpower; 3. inefficient if not lack of coordination among agencies involved in the implementation of population programs; 4. inadequate data and underutilization of data; 5. lack of funding support; and 6. lack of commitment by top leadership. In response to these issues, UNESCAP observed, thus: Effective management of a national population information system will involve a clear understanding of the role of the information, education and communication units that make up the system, coordination among the units, commitment to their sustained support, training on new technical skills of existing staff, and increased efforts to organize systematically the national knowledge base on population. Interactive nature of the IEC framework. The whole idea of IEC must be viewed from a holistic angle. The functions of the information, education and communication units must not be unduly desegregated. These three areas are highly interactive and should function as a singular action unit because each one feeds from the two others. Essentially, therefore, the IEC as a framework, really refers to a holistic support communication system. 25 Environmental Communication ════════════════════════ IEC and Environmental Concerns IEC worked as a framework for the communication support of population programs world-wide. It can be made to work for environmental concerns. One may therefore talk in terms of environmental IEC, but first let us look at the substance. Environment as system. Frequently, in our eagerness to contribute to the solution of environmental problems, we tend to look at environment just like any other commodity. That is to say, we look at the environment independently of other issues or problems. For example, when we talk about increasing rice production by using a new rice variety, we are more effective if we talk only about the new rice variety and the required cultural management practices that go with it. We need not discuss how the fertilizer we would use would adversely affect the environment because that would only confuse the farmer. However, when we talk about the environment, we cannot escape the need to include in our discussion or explanation other concepts and issues such as agriculture, industry, and other because these are inextricably linked with the environment. In other words, we must look at the environment as a system. Whenever we talk about the environment, we have to think and talk in terms of other concerns directly linked to the environment because that is how we make sense out of the concept of environment. Any other way would not make much sense. For starters, we might think in terms of the AREA triad. This refers to the interrelationship among agrarian reform, environment and agriculture (AREA). Any discussion of agriculture, agrarian reform or environment must necessarily lead to the discussion of how one affects the other. Another point is that to be able to understand and communicate environmental issues more effectively, we need to understand systems analysis as a tool of explaining how the various ecosystems interact with one another. Simply put, whatever happens in the uplands directly affects the lowlands and vice versa. 26 Environmental Communication ══════════════════ Sustainable development and environmentalism as agenda for development communication. Current developments in the academe, including the UPLB, indicate that there is an increasing concern about sustainable agriculture or sustainable development. The UPLB College of Agriculture curriculum committee is now in the process of reformulating the BSA curriculum to be anchored on sustainable agriculture. I would tend to look at this development has having direct influence upon how we might configure development communication education thrusts. After all, any new curriculum at UP Los Baños will certainly be copied by other state colleges and universities sooner or later. Another development that probably should be of direct concern to development communication training at the graduate level is the conscious shift in the focus towards sustainable development, in general, at the SEAMEO Region. According to the in-coming Director of SEARCA, he would redirect the efforts of SEARCA to focus on sustainable agriculture and sustainable development in the region. This would have direct relation to graduate education in development communication region-wide. As you are aware, we have a pending proposal for a consortium arrangement with selected institutions of higher learning in the region to pursue graduate education in development communication. This proposal, according to the in-coming SEARCA Director, shall be pursued vigorously. This simply means that we must prepare for the need to offer alternative courses in development communication that support the concept of sustainable development. We should expect to begin within the next six months. Furthermore, we should be aware of the fact that sustainable development is, in fact, a critical international arena for development communication. It is in this area where great efforts and infusion of resources are being made. I believe that during the next 12-24 months we will witness significant activities undertaken by international agencies and organizations leading to a wider application of environmental communication in support of sustainable development. My gut feeling is that IEC will probably be adopted as a framework because of 27 Environmental Communication ════════════════════════ similarities in what are happening in the population and environment sectors. This may be reflected, for example, by the fact that a regional seminar in Bangkok on the two topics shall be held in December 1993. The theme of the seminar is: "Population and Environment: a Challenge for the Communication Strategist." Need for Environmental Communication Courses Developing environmental communication courses sounds very easy. And perhaps it is, to a certain extent. The question is, are we going to develop a curriculum or simply a sequence of courses? I suppose that the general feeling is to develop a sequence of courses rather than a full-blown curriculum. This sequence of courses must be anchored on a philosophy, ethics, value system and communication skills. The last, communication skills, can already be taken care of by existing development communication courses. However, the issues or philosophy, ethics and values about the environment must be clearly embedded in whatever sequence of environmental communication courses we may develop and institute. In developing a sequence of environmental communication courses, two fundamental issues come to mind. First, what communication approach are we going to emphasize? If we look at current communication efforts in promoting environmentalism, we see the prevalence of the campaign type, which is essentially a short-term one-shot approach. Should we not go further and focus on a more intensive approach which is support communication? This leads to the second issue, which is: what kind of communicators do we hope to develop. Are we going to be concerned about training communicators who shall be able to evolve communication campaigns, design and produce communication materials, do environmental communication research, prepare materials for policy makers and so forth? Or shall we focus on environmental advocacy, conflict management and other such concerns as indicated by two of the suggested courses? We may well be involved in both, but that means we need to design at least one 28 Environmental Communication ══════════════════ course that deals with values clarification and perhaps conflict management techniques as these are not normally included in already existing courses. We must also consider the fact that other courses which environmental communicators should have access to are already existing in the MSES program of IESAM. An appropriate mix of courses from both IDC and IESAM may lead to stronger grounding in environmental communication. Conclusions I believe that there is a general agreement on the need to develop and offer environmental communication courses at the graduate level. May I, therefore, suggest that we approach the task with the following in mind: 1. We may adopt the IEC as a framework in formulating the sequence of courses or program that we intend to offer. It is important that we develop expertise in designing and using data bases, and translating discrete pieces of data into meaningful information for educational and informational purposes. IEC would help us achieve this. However, if there is a more efficient and effective framework, then let us adopt such framework. 2. The directions in environmentalism toward the turn of the century shall toward sustainable development and more intense environmental advocacy. That is, how can we use communication strategies, resources and techniques to promote environmentalism in such a way that we know exactly where we are heading and how we are going to get there? Our sequence of courses must take these into account. 3. We should perhaps be seriously concerned about evolving an environmental communication program that can provide students with the necessary grounding both in environmentalism and communication. We should think in terms of a joint program with the Institute of Environmental Science and Management. This may be done two ways. First, we can continue with the current system where students may either be majors or minors in either of the 29 Environmental Communication ════════════════════════ two areas, but courses in environmental communication may be cross-listed at IESAM. Or, second, we can perhaps develop a specific environmental communication program that includes more courses in environmental science. In other words, this is developing environmental communication as a major area with sufficient mix of courses in both environmental science and communication. I see this as a growth point in both development communication and environmental science, particularly at the graduate level. This idea has been taken up informally with some IESAM faculty, including the IESAM Director. Such idea is one that is long overdue. It is my belief that a joint program on environmental communication would become a significant selling point for development communication in general, and for the IDC in particular. The potentials are limitless. It is up to us to make things happen. References Harriman, Lynda C. Family planning education in developing nations. Development Communications in the Third World. Proceedings of a Midwest Regional Symposium, University of Illinois at Urbana-champagne, April 15, 1983. Librero, Felix. Determining your IEC strategies. Paper presented at the Workshop on Program Management Issues and Operational Plans, UNFPA. Cha- am, Thailand, 5-12 October 1992. McNelly, John T. Mass communication and family planning. The Organization of Family Planning Programs: India, China, Costa Rica, Venezuela, Lebanon. Occasional Monograph Series No. 8. Interdisciplinary Communication Program, Smithsonian Institution. Washington D.C., 1976. UNESCAP. IEC in population policy formulation and program implementation. Population Research Leads Report. UNFPA. Bangkok, 1987. 30 Environmental Communication ══════════════════ CHAPTER Competencies of the Practitioner: Insights from the Academe (Part 1) by Nicomedes D. Briones he present environmental communication effort in the Philippines today is a response to the growing environmental concerns of the populace to care for the environment and manage the remaining resources for sustainable development. It plays a leading role in creating an awareness and a better understanding of ecological problems and processes. Environmental communication is especially important in the production of environmentally literate citizens through formal education which not only implies the acquisition of knowledge, cognitive skills and attitudes but also the transfer of such to the mainstream of decision-making process. Competencies of an Environmental Communication Practitioner For an overall efficiency and quality of environmental communication, the practitioner must not only be clear, persuasive and can articulate environmental concepts but must also possess the following competencies: 1. .Must be able to apply scientific knowledge and skills in identifying and solving problems pertaining to environmental issues (e.g., conservation of natural resources) and in evolving better ways and means of doing things (appropriate to his/her cognitive level); 2. Must be able to give accurate data and information about the country's 31 Environmental Communication ════════════════════════ environment and natural resources, environmental institutions, laws, and legislation, etc., and be able to articulate how these factors influence the way of life of the people. 3. Be able to how interest in and understanding of different disciplines (multidisciplinary). Integration of different concepts and principles from various disciplines is an important task in environmental communication inas- much that management is viewed both from the perspectives of the biophysical and social sciences. 4. Able to develop an enlightened commitment to local ideals by cherishing, preserving, and developing moral, spiritual and socio-cultural values and other aspects of Filipino environmental efforts. 5. Able to develop skills in higher intellectual operations and in reacting intelligently and creatively to environmental realities (must be practical). Will the environmental/communication practitioner be a specialist or a generalist? Considerations for Formal Training The considerations for training of environmental practitioners as viewed from the academe (instruction) are the following: 1. Holistic approach in solving specific environmental problems. A special link be established between increased awareness of the environment, the acquisition of knowledge, problem solving skills, clarification of values and direct and indirect participation in activities to protect and improve the environment within and outside the community. 2. Interdisciplinary. This involves the interrelating of different disciplines and educational experiences to establish a comprehensive frame of reference to explain a phenomenon causing the environmental problems rather than examining their individual symptoms. More rational actions capable of 32 Environmental Communication ══════════════════ meeting social, economic and political demands of a community be taken into consideration. 3. Continuous lifelong process which examines major environmental issues from local, national, regional and international points of view and which explicitly consider environmental aspects in development planning. This implies that a structural link among environmental education, environmental communication and the community be established. 33 Environmental Communication ════════════════════════ CHAPTER Competencies of the Practitioner: Insights from the Academe (Part 2) by Lucrecio L. Rebugio The relationship between communication and the environment could be demonstrated in terms of the role which communication play in environmental management and social forestry development. Role of Communication in Environmental Management Basically an information sharing process, communication plays an important role in ensuring the relevance and effectiveness of environmental management programs. Relevance, implies the degree to which a program responds to needs and problems and effectiveness, implies the degree to which program goals and objectives are achieved. Communication ensures the relevance of an environmental management program through its specific role in the program planning and evaluation process. In the program planning process, communication could facilitate the articulation and aggregation of the needs and aspirations of a diverse public with respect to environmental resources. In the program evaluation process, communication's primary role is to maintain a feedback mechanism that could relay program outcome or evaluation results to the planning process. With an effective need-articulation system and information-feedback mechanism, the planning process is continuously supplied with significant data that serve as a basis for designing relevant programs. 34 Environmental Communication ══════════════════ Communication contributes to the effective implementation of environmental programs through the following functions: 1. facilitating effective coordination among various agencies involved in program implementation; 2. developing and maintaining adequate supply of technically and socially competent staff; and 3. facilitating the diffusion and adoption of appropriate technologies/innovations. Role of Communication in Social Forestry As in other resource and environmentally related programs, communication plays similarly vital roles in social forestry program development. Effective communication process, likewise ensures the relevance and effectiveness of social forestry programs. Considering, however, that social forestry program development is basically participatory in approach, communication could assume a special role. Communication could enhance the meaningful/authentic involvement of social forestry participants or beneficiaries in the development process. Through appropriate communication techniques and strategies, people can be induced or motivated to effectively participate in and learn from the development process. Goal, Objectives, Strategies of People-Oriented Forestry Goal: Improvement of the quality of life of upland dwellers and communities under an ecologically sound environment. Objectives: To promote the protection of existing forest resources. 35 Environmental Communication ════════════════════════ To put every square meter of the uplands under management under appropriate tenurial arrangements. To rehabilitate and improve the productivity of upland farms. To stabilize upland areas through the adoption of soil conservation techniques. To increase income and improve the standard of living of upland dwellers. To promote local government units (LGUs) and NGOs as leaders and partners of forestry development. Strategies: Provide equitable access to opportunities to utilize upland resources, and security of tenure using CSCs and other tenurial instruments. Implement community-based forest management to assure upland development. Recognize the right of indigenous cultural communities to their ancestral lands. Encourage and institutionalize active community participation in planning and implementation programs. Implement agroforestry and other conservation measures in the upland farming systems. Prevent destructive farming and resource utilization practices in the uplands. Provide adequate training of the participants on all aspects of the program. Provide adequate support services to agricultural activities, as well as social services to the uplands. 36 Environmental Communication ══════════════════ Promote linkages and active participation of various agencies including LGUs, NGOs, and the private sector in the delivery of vital technical and social support services. Develop the capabilities of LGUs and NGOs so they can perform their roles effectively, and expand their services for more widespread action. Program: Integrated social forestry Components: Community-based forest management Contract reforestation with forest land management agreement Ancestral lands management LGUs and NGOs in upland development Household firewood production The Need for an Environmental Communication Curriculum The following questions aid in assessing the need for a curriculum in environmental communication and the competencies of environmental communication practitioner. What is environmental communication? How does it differ from development communication? Does an environmental communication curriculum necessarily need a framework different from that of development communication? Who is the environmental communicator or environmental communication practitioner. What is he supposed do? What is he actually doing? What is he not doing that he is supposed to do? 37 Environmental Communication ════════════════════════ Training Needs of Environmental NGOs and POs Based on the preliminary results of a survey of the training needs of environmental NGOs and POs, the knowledge and skills that have to be developed are: Knowledge: Critical environmental issues such as reforestation, watershed management, marine biology, socioeconomic and political aspects, man and environment relationships, air pollution and water shortage. Environmental management laws and regulations and importance of forest conser- vation and protection. Global and national environmental situationer. Skills: Research methods and techniques on environmental problems and issues. EIA process, methods and techniques. Production of audiovisual aids. Pollution control techniques. Communicating research results. How to explain scientific terms and relate them to environmental situation. Use of communication technologies. Preparation of teaching modules. 38 Environmental Communication ══════════════════ CHAPTER A Sampling of the "New" Literature by Alexander G. Flor n recent years, much has been written about environmental education and communication using conventional educational, IEC or social marketing models as take-off points. For instance, the Asian Development Bank has recently completed a technical assistance grant to the Department of Education, Culture and Sports for the integration of environmental education in the primary and secondary grades. Similarly, the United States Agency for International Development has funded various studies on environmental IEC and social marketing in Asia, Central America and Africa. Many of us are familiar with the KAP (knowledge, attitude and practice) write-ups generated in these studies. This chapter will not touch on literature such as these. It shall focus on fugitive papers, graduate and undergraduate research and other literature that are indicative of the so-called paradigm shift that is beginning to manifest itself in this area. What follows is a collection of abstracts of these materials, many of which are products of the UPLB-Institute of Development Communication. A couple of factors have influenced much of this "new" literature. Firstly, due to its physical and collegial proximity to the Institute of Environmental Science and Management, IDC has recognized early on the deficiencies of the conventional IEC paradigm in environmental undertakings. It has also acknowledged the significance of the cultural dimension in these. Secondly, some of its faculty and students have been fortunate in finding a patron in 39 Environmental Communication ════════════════════════ the person of Peter Guy of the CIDA-funded Environment and Resources Management Project of IESAM and Dalhousie University in Canada. In 1990, Peter Guy, Ben Malayang III (now DENR Undersecretary) and Percy Sajise (now Director of the Southeast Asian Regional Center for Graduate Study and Research in Agriculture or SEARCA) agreed on funding what was then generally thought of as an unfundable project that would explore the cultural approaches to environmental education. The project, which became part of the ERMP's Environmental Outreach Program, generated a series of undertakings at IDC that produced three monographs, three undergraduate research and inspired a chain reaction among others. 40 Environmental Communication ══════════════════ Abstracts ALCANTARA, THERESA C. Content Analysis of Contemporary Environmental Songs. BSDC Undergraduate Research, UPLB. March 1993. ADVISER: Dr. Alexander G. Flor Content analysis of contemporary environmental songs from 1980 up to 1992 was used to determine whether the themes found in popular songs had any relation to the environmental priorities of the government. This study also sought to determine the specific issues that were addressed and the common approach employed by the songs. Results showed that the environmental themes were related to the environmental concerns of the government. It also revealed that environmental songs contained not only environmental issues but as well as political economic and social issues. It was found that during the year 1980-1984, the presentation of the contents of the songs was positive, then shifted to negative approach during the middle year, 1985- 1989. However, during 1990-1992, the approach went back to a positive one. Further study is recommended in the effectiveness of environmental songs in creating awareness as well as eliciting responses among people. Also, other issues employed by the songs other than environmental concerns and the kind of approach that will elicit more responses from the people is recommended for further study. ANDRION, JUNIVIC A. Effectiveness of Conscienti-accion in Instilling Awareness of Environmental Issues/ Problems Among High School Students. MS Thesis, UPLB. November, 1993. Major Professor: Dr. Alexander G. Flor The learning process, termed as conscienti-accion, attempted to enhance awareness and illicit creativity of environmental issues among high school students. Featured as 41 Environmental Communication ════════════════════════ holistic and interactive, conscienti-accion was founded on the integrated education model and the concept of conscientization. It utilized varied art forms and methods through experimentation and improvisation. Ten sessions which ran for about 9 weeks composed the entire learning process. The conscienti-accion was utilized in the theater-elective course of the Philippine High School for the Arts. Fifteen students specializing in Visual Arts, Dance and Music were the respondents of this study. Previous art exposure of students in theater related activities was limited only to school productions. With regard to media exposure, students preferred watching television for relaxation and entertainment. Involvement of the students in conscienti-accion was basically determined through observations and analysis of individual and collective creative outputs. Student’s awareness and creativity in the utilization of the art forms/methods were also described. Findings based on actual observation indicated that students have undergone three levels of learning experiences. These levels enhanced students awareness of himself, of others and awareness of his environment. Findings also indicated that students' creativity was enhanced as his awareness increased. Conscienti-accion as a learning process was highly favored by the students. By utilizing the variations of art forms/methods, expectations of students were met. Students have acquired knowledge and develop skills not only limited to theater related aspects but they also learned about themselves and how to interact with others. Satisfaction of students to conscienti-accion which was based on the five components of effectiveness; such as attractiveness, comprehensibility, acceptance, self-involvement and persuasion was achieved. The final analysis of the whole documentation of the study which was provided with actual facts and observations led to the following concluding statements: Conscienti-accion through exploration and experimentation of art forms/ methods enhanced awareness of theater-elective students regarding environmental issues/problems. Conscienti-accion dynamically enhanced and elicited creativity among theater in 42 Environmental Communication ══════════════════ identifying and defining environmental issues, in estimating the seriousness of these issues and in planning the necessary solutions or plan of actions. Theater-elective students were satisfied to conscienti-accion according to their positive response to the five components of effectiveness, attractiveness, comprehensibility, acceptance, self-involvement and persuasion. CAGAMPANG, FELMER EMMANUEL A. Three Ibaloi Myths: Case Studies of Indigenous Knowledge Systems. BSDC Undergraduate Research, UPLB. October, 1992. Adviser: Lolita L. Vega The initial reaction of development planners to traditional beliefs and values are frequently negative. Current rural development programs are usually intended for cultural groups, who possess a distinct set of traditional beliefs and values. Yet these beliefs are often viewed as obstacles to development and are often regarded unacceptable for scientific consideration. This study focused exclusively on the Ibaloi tribe of Southern Benguet and their myths and rituals. This study attempted to gain insights on some of the perceptions relevant to the environmental themes incorporated in these myths and how the Ibaloi relate these themes to environmental conservation and protection. The case study method was employed in this study. Three myths were analyzed and interpreted, namely: ampasit, sibisib and diau chuntug. Ethnographic video utilizing cinema-direct technique allowed verification of analysis and interpretation, and also offered additional background and insights about the contemporary Ibaloi culture. Additional data were gathered from other related publications, such as theses, journals and unstructured interviews of key informants knowledgeable about Ibaloi culture. Analysis and interpretation of the different myths showed how the life of the Ibaloi is very much influenced by gods and deities. Through these myths and rituals, the 43 Environmental Communication ════════════════════════ Ibaloi dramatizes life's varying conditions. The practice of these ritual performances, accompanied with myth recitation, has a restorative and harmonizing effect on the environment the Ibaloi occupies. As these rituals and myths are products of generations of experience, these have vast untapped potentials for empirical knowl- edge pertaining to environmental management and protection. FLOR, ALEXANDER G. Communication Analyses of Environmental Conflict: Five lllustrative Cases. Asian Development Bank TA No. 1632-PHI, Manila. June, 1993 As a research component of ADB TA No. 1632-PHI, communication network and problem structure analyses of the environmental conflicts in the Masinloc coal-fired power plant, the Mt. Apo geothermal facility, the Benguet open-pit mining operation, the PASAR copper smelting plant and the Puting Lupa incinerator were conducted. Communication network analyses of these conflict situations traced the communication structures in the specified micro-social systems. Relational data about communication flows identified the cliques, sub-networks and problematic areas. It was found that DENR generally played the role of the bridge or liaison between two cliques: the pro clique, often composed of the project proponent and the local government unit; and the anti clique, made up of NGOs, people's organizations within the affected communities and other oppositors. Communication leading to mutual understanding between these two opposing cliques seldom occurred. In some occasions, the DENR-EMB was unfairly associated with the pro clique. Problem structure analysis revealed ten symptoms (or subordinate influential factors) and four root causes (or superordinate influential factors) of environmental conflict in the five cases analyzed. The subordinate influential factors include the absence of public consultations; the ill-timing of information drives and public hearings; the lack of information on the EIA process itself; the lack of participation; the lack of budgetary provisions for EIA communication; non-negotiable stance of some of the 44 Environmental Communication ══════════════════ key players; defective inter and intra- organizational communication; lack of communication resources; inadequate communication planning; and apathy. The superordinate influential factors include: low priority given to EIA communication; bureaucracy; conflicting world views; and the "hidden agenda" of a key player. FLOR, ALEXANDER G. and LUNINGNING A. MATULAC. Cultural Dimensions of Environmental Information, Education and Communication. Environment and Resources Management Project, UPLB Institute of Environmental Science and Management - Canadian International Development Agency. May 1993. How can environmental awareness be enculturated into the Filipino psyche? How may the cultural dimensions of environmental IEC be adequately addressed? This monograph was written in response to these questions. It is about environmental information, education and communication not from the conventional media-centric paradigm but from the perspective of cultural intervention or enculturation. Communication is a function of culture. Culture is a function of communication. Yet, with a few exceptions, these statements are hardly reflected in information, education and communication programs on the environment. The monograph attempts to present an environmental IEC model that covers the cultural agenda and suggests the means for attaining meaningful praxis. It argues for the inclusion of the cultural dimension in information, education and communication program planning particularly on the environment. Chapter I discussed how indigenous peoples all over the world reject the "nature - culture" dichotomy wherein parts are divided and isolated from the whole. Different conceptual boxes are assigned for culture (everything originating from man) and for nature (everything outside or beyond culture). This mechanistic paradigm, Western in its origin, sometimes presents zero-sum situations for nature and culture. It has also influenced the conduct of environmental IEC wherein planners display remarkable indifference to the cultural appropriateness of their methods. 45 Environmental Communication ════════════════════════ Chapter 2 forwards that communication is oftentimes represented as a linear, one- way, usually vertical process wherein a Source sends a Message through a Channel to a Receiver. Being source-oriented, this view is based on dependency rather than on the relationship of those who communicate and their fundamental interdependency. Applied to environmental communication, the conventional SMCR Model gives the initiative of communication to the government and relegates a secondary role to its constituents. The Convergence Model depicts communication as cyclical and interactive. No distinctions are made between the source and the receiver, between message and feedback. In other words, the participants in the communication process are regarded as co-equals. Compared to the other models of communication which form the bases for environmental IEC, the convergence model is more holistic and less analytical (i.e., breaking down the whole into parts and isolating these parts from one another). Hence, it is not insensitive to the cultural contexts of the communication act. This holistic sense is based on the Eastern (Lao Tzu's) concept of appreciating the totality and dynamism of experience (the Tao). Applied to the environmental agenda, communication should not be regarded merely as supportive to environmental management but as an integral part of it. Without this critical component, the entire environmental undertaking is jeopardized. IEC programs are not merely tools to be manipulated by the program implementor. With the proper approach, these allow as to tap culture as a determinant of social dynamics. Furthermore, IEC programs should not be source- and media-oriented. These should allow for greater participation of the receiver. In fact, IEC programs should enable the empower the audience not to stay as passive receivers at all time but to become active sources of information as well. Chapter 3 argues that there is an upstream as well as downstream application of development communication. Mainstream communication practice, characterized as top down, may be roughly classified under five categories: journalism; broadcasting 46 Environmental Communication ══════════════════ (inclusive of radio and TV); audiovisual communication; advertising; and communication research. Environmental IEC programs are commonly guided along this model. Traditionally, development communication has counterparts for these. However, proposing a set of parallels to a top-down model also produces top-down alternatives. These alternatives or interventions comprise only one side of the devcom coin. We prefer to call this set of interventions parallel to mainstream communication practice as downstream devcom interventions, indicative of the flow of information (i.e., from the source down). The other half of the cake is referred to as the upstream aspect of devcom practice. The term upstream is indicative of the flow (i.e., bottom-up) as well as the difficulty. Upstream interventions include indigenous communications, popular media, conscientization, social mobilization and participatory research. Chapter 3 forwards that cultural intervention may not be as complicated as one would imagine. It involves tapping spontaneously occurring cultural phenomena. It entails riding on the process of enculturation and making purposive injections into it. It cannot be done otherwise. Indigenous communication, as an intervention, includes folklore - legends and myths. Folklore is one of the most important means of enculturation. Furthermore, through its symbolisms and other literary devices, it makes abstract concepts more understandable and crude objects more significant. In traditional societies, it has instilled environmental values (i.e., respect for every living creature) to succeeding generations. The use of popular culture is another approach. it is true that much of contemporary popular media content is seldom socially beneficial or positive. Yet it determines to a large extent how people, particularly the youth, act, speak and behave. Indeed popular media such as recordings, music videos, television and films are very powerful. These should be tapped for environmental IEC purposes. 47 Environmental Communication ════════════════════════ Equally important is the revival and promotional aspect of myths through the use of mass media. The synergy of folk-media and mass media, particularly through radio drama, comics audio-tapes and music videos, should be fully exploited. Conscienti-cancion refers to the artistic employ of songs for uplifting the social and environmental consciousness of the poor as well as the rich, the disadvantaged as well as the privileged. It differed from the revolutionary songs of the sixties because of its subtlety, its less-angrier undertones and its humanistic rather than ideological slant. Employing Freire's conscientization through theater is the object of conscienti- action. The rural theater experience in the promotion of family planning in the early seventies serves as its operational basis. However, it adds the dimension of consciousness raising for both actors and audiences. Applied to environmental education, the conscienti-vision procedure calls for the video documentation of environmental problems in the community with the participation of community members. The recorded footage is assembled into a presentation that is shown to the members of the community. The community is then asked to react on what they have viewed, to clarify the causes and to think of remedial action. The procedure forces the environmental issue into the social agenda. It brings environmental concerns to the community's consciousness. In summary, the monograph forwards that culture plays a significant yet critical role in development. Unfortunately, our planners have essentially neglected the cultural dimension. At times, they pay lip service to it, but force of habit, systematic procedures or a limited appreciation of the magnitude of cultural influence has kept the concern for culture at the level of rhetoric. It is unfortunate that this observation holds true in the environment and natural resources development sector. Even more so in environmental information, education and communication. Perhaps this volume, through its proposed framework and recommendations, could serve as a guide for the environmental IEC planner to initiate programs that would have a lasting impact on our collective psyche. 48 Environmental Communication ══════════════════ FLOR, ALEXANDER G. Conscienti-cancion I: An Anthology of Environmental Songs. Environment and Resources Management Project, UPLB Institute of Environmental Science and Management - Canadian International Development Agency. May 1993. This monograph is about uplifting consciousness, environmental consciousness in particular. It is also about songs, one of the most basic artistic expressions of man combining music and poetry. With songs as the means and a meaningful social and environmental consciousness as the end, we arrive at a powerful medium of development communication manifesting itself as an emerging social force, conscienti-cancion. The term concienti-cancion was coined in 1988 (with allusions to Friere's conscientizacion) in reference to the artistic employ of songs for uplifting the social consciousness of the poor as well as the rich, the disadvantaged as well as the privileged, in short, the unwitting protagonists of this ongoing struggle for social equity and a better life. It different from the revolutionary songs of the sixties because of its subtlety, its less-angrier undertones and its humanistic rather than ideological slant. Conscienti-cancion is not only a type of song, it is also a social movement. Utilizing the reflection-expression-action framework of conscientization, the author forwards that social and environmental realities lead to individual reflection. The song as a cultural expression is produced by such reflection. When this song is recorded, mass produced, distributed, aired over the media or performed publicly, it leads to societal reflection. This elevates the problem to the social agenda and would eventually lead to social mobilization. The environmental agenda has become a legitimate concern of the Filipino artist. it has now penetrated the mainstream fare but we wonder whether this is just a passing fad or a long-term trend. The objective of conscienti-cancion is to make social and environmental songs an 49 Environmental Communication ════════════════════════ integral part of our cultural expression. Compared to selections with conventional themes such as love and courtship, environmental songs are a small minority. Consider, for instance, that our of many thousands of songs released by recording companies from 1980 to 1992, only 22 dealt with environmental themes (Alcantara, 1993). half of these were recorded during the last two years when environmentalism became a priority social agenda. The selections in this anthology were source out from both the mainstream musical recording industry and from the alternative music scene which forms the fountainhead of conscienti-cancion. Conscienti-cancion I focuses on the ecological agenda of alternative music. In the form of an anthology, it presents a sampling of themes, styles and artists. GRAVOSO, ROTACIO S. Upland Farmers' Comprehension and Preferences for Pictorial Messages on Environmental Protection. University of the Philippines Los Baños. June 1991. Major Professor: Dr. Teresa H. Stuart This study was conducted to explore upland farmers' comprehension and preferences for the following pictorial messages on environmental protection: colored and black-and-white photograph and illustration of a contoured farm, realistic and cartoonized drawing of contour bund/canal establishment, line drawing and reverse reproduction of soil taps utilizing farm stubbles, photograph and illustration of a farmer plowing along the contour with " ", photograph and illustration of a farmer burning farm stubbles with "X", photograph and illustration with arrow indicating where to plant hedgerows, sequential visuals on A-frame construction connected by numbers and arrows, and sequential visuals on the effects of deforestation arranged from left to right and top to bottom. Data were gathered through individual interviews with 60 randomly and purposively chosen upland farmers. Focused-group and key informant interviews were also conducted. 50 Environmental Communication ══════════════════ Results revealed that respondents had generally low visual literacy. Their ability to interpret visual messages is a learned skill. Except for the line drawing and reverse reproduction, all the visuals tested are not significantly different in terms of comprehensibility. but in terms of preferences, all visuals are highly significantly different. Age is inversely related to visual comprehension. On the other hand, educational attainment, visual exposure and knowledge on environmental protection positively influence visual comprehension. Moreover, knowledge on environmental protection and visual exposure contribute joint effects on visual comprehension. Among the sociodemographic variables (age, sex, educational attainment, tenure status, income, farming experience and organizational affiliation), literacy, visual exposure and knowledge on environmental protection, only age influence preferenc- es for the photograph and illustration with arrow indicating where to plant hedgerows. JUMNONGRUK UDOMSADE. Interagency Communication, Coordination and Participation in Promoting Ecological Concerns. Ph.D. Dissertation, UPLB. September 1993. Major Professor: Dr. Ely D. Gomez The study aimed primarily to examine the levels of interagency communication, coordination and participation among environmental workers in government agencies and NGOs in Thailand in promoting ecological concerns. The specific objectives of this study were to: 1) describe the nature and level of communication among environmental workers in government agencies and NGOs in terms of form of communication (individual, group and mass contact), type of communication, content of communication, frequency of communication and communication structure; 2) identify the nature and extent of interagency 51 Environmental Communication ════════════════════════ coordination among environmental workers in government agencies and NGOs in terms of joint projects and activities, resources sharing, and organizational structure; 3) ascertain the nature and degree of participation of environmental workers in government agencies and NGOs in promoting ecological concerns, and 4) determine the relationships among the levels of interagency communication, coordination and participation of environmental workers in promoting ecological concerns of government agencies and NGOs. A total of 52 environmental workers in government agencies and NGOs served as survey respondents. In addition, 25 key information from government agencies and NGOs were included in the in-depth interviews. Data were gathered using interview schedule for survey respondents and an in-depth interview guide for the key informants. Data were analyzed and presented through frequency counts, percentages and means. Chi-square test at 0.05 was employed to test the hypotheses. The study revealed a generally, high level of interagency communication as manifested through individual, group and mass contacts. The other variables that influenced interagency communication were type and frequency of communication, communication content and communication structure. The high level of interagency coordination was exhibited through joint projects and activities. Likewise, organizational structure and resources sharing served as inputs and facilitated interagency coordination. The results also revealed the low level of participation of environmental workers in three government agencies (Department of Pollution Control, Department of Environmental Quality Promotion and Office of Environmental Policy and Planning) in terms of information sharing, monitoring and evaluation, policy formulation and planning, campaign activities, implementation and environmental education. Meanwhile, the respondents from the NGOs, Faculty of Environment and Resource Studies, Mahidol University and Institute of Environmental Research attached to Chulalongkorn University, showed a high level of participation. Moreover, there was no relationship between interagency communication and 52 Environmental Communication ══════════════════ coordination, interagency communication and participation, and interagency coordination and participation in promoting ecological concerns. Problems encountered in interagency communication, coordination and participation in promoting ecological concerns included overlapping of responsibilities and authority among government agencies; lack of regular or permanent personnel; financial and budget limitation; difference in work approaches between government officials and NGO workers; many rules and regulations; formal organizational structure; hierarchy and complexity of government agencies; lack of sincerity in information dissemination; manipulation of information; information distortion; different information sources and seeking; slow communication and coordination activities; low credibilities, recognition and prestige of some NGOs; too many committees and sub-committees. Critical factors that contributed to the NGOs' achievements were strong credible leadership, small size of organization and staff, continuity in promoting ecological concerns, financial stability, strong NGOs collaboration among other NGOs and good management. Major obstacles impeding the government agencies and NGO collaboration were the differences in work philosophy and approaches and attitude towards promoting ecological concerns which consequently resulted in lack of understanding of one another. MATELA, ANGELO B. Three Ibaloi Myths: Case Studies of Indigenous Environmental Education. BSDC Undergraduate Research, UPLB. April, 1992. Adviser: Dr. Alexander G. Flor It is a fact that Philippine methodology is one of the neglected fields of study in our curriculum. That in a developing country such as the Philippines, wherein rural development programs are usually intended for the cultural minorities, their traditional beliefs and values are often deemed unworthy of scientific knowledge and viewed as obstacles to development. The study focused exclusively on the Ibaloi tribe of Benguet and their myths, being 53 Environmental Communication ════════════════════════ one of the less extensively studied subjects in Philippine anthology. It aimed to provide insights on how the Ibaloi relate environmental themes and messages incorporated in their myths to acknowledged principles of ecology. The case study method was employed. Ethnographic video using the cinema-direct approach provided basic background about the contemporary Ibaloi culture. Additional data were obtained from publications, journals, these and unstructured interviews of key persons knowledgeable about the Ibaloi. Three Ibaloi myths were analyzed, namely: timungau, diau kasib and tawal ni payu. The myths speak of how gods or deities influence the life of the Ibaloi. They focused on environmental exploitation and its implication towards the offenders, in the form of diseases. In effecting cures, canaos or rituals are performed. The main celebrant is the mambunong, or spiritual healer. Usually, hogs, chickens or dogs are used as sacrifices. Analysis showed that myths are identical with the convictions of the Ibaloi tribe. It is through myths that the ethical, social and religious views of life assume definite form and meaning. Furthermore, by involving sentiments, it justified their social order and how they relate to the environment. 54 Environmental Communication ══════════════════ CHAPTER Towards an Environmental Communication Program by Alexander G. Flor iven the inputs in the preceding chapters, are we now in a position to develop an environmental communication program? The arguments forwarded in this book may initiate a lengthy debate among academics and practitioners alike. At this point, we can only begin to develop or initiate such a program. Based on the available material, however, we may assume that environmental communication or education for that matter has five essentials: Knowledge of ecological laws. There is no quarrel about this prerequisite. It has been echoed by all of the contributors. A knowledge of ecological laws and principles is necessary to be able to communicate about environmental problems and actions. An environmental communication practitioner has to be competent in this area. However this does not exactly entail advanced degrees in biology, chemistry, forestry or environmental science. On the contrary, advanced training in the technical areas lead one to communicate jargon instead of ideas. Internalizing Commoner's Four Laws of Ecology would suffice. Sensitivity to the cultural dimension. The environmental communication practitioner should be culturally sensitive. An appreciation of the worldview of indigenous peoples would be extremely helpful. So is the awareness that environmental destruction is often caused by a perverse view of development. The environmental communication practitioner must be familiar with indigenous communication and knowledge systems. He should be able to put issues along the 55 Environmental Communication ════════════════════════ proper cultural perspective and must possess the requisite skills for cultural intervention. Ability to network effectively. Meheroo Jussawalla, an information economist based at the East West Center in Honolulu, once remarked that the economies of scale is making way for the economies of networking. Indeed, networking allows groups to share resources and expertise. Given the realities of the environmental sector, the environmental communication practitioner should be able to network effectively with government, non-government and private groups. Efficiency in using media for social agenda-setting. The environmental communication practitioner should fully appreciate the power of mass media to influence public opinion and set the social agenda. Apart from media production skills, he should have the talent and discrimination to exploit this power for environmental ends. Conflict resolution, mediation and arbitration. The environmental communication practitioner should be adept in the resolution of conflicts caused by environmental problems. He should be able to mediate between and among the stakeholders of environmental policy. Given the above competencies, the following course offerings (using the UPLB-IDC course numbering system) are proposed to form the core of an environmental communication program: DEVC 240. Environmental Communication. Issues, concerns, approaches and strategies in communication as applied to environmental management with emphasis on indigenization and other cultural interventions. DEVC 241. Environmental Reporting and Commentary. Environmental agenda setting; reporting environmental news and features through the print and broadcast media. 56 Environmental Communication ══════════════════ DEVC 242. Environmental Networking and Advocacy. Establishing electronic, interpersonal and institutional linkages among information systems, individuals and agencies in the environmental sector as an advocacy strategy. DEVC 243. Environmental Negotiations. Dimensions of environmental conflict, indicators of social acceptability and techniques of negotiations (mediation vs. arbitration vs. litigation) among environmental stakeholders. 57 Environmental Communication ════════════════════════ AFTERWORD Twenty years ago, environmental education and communication was very rudimentary. It included slogans like "Give a hoot, don't pollute." The population then was only half of the population we have today. The forests were double the amount of what we now have in the world. Greenhouse gases, ozone holes and layers were just concepts and theories that have not been proven. Our environmental situation today includes shrinking forests and marine resources and increasing population. Abstract concepts such as ozone holes are now very real. Still, environmental communication has not progressed much. The challenge for those working for the preservation of natural resources is how to raise public awareness -- how to get people involved as we do not have the luxury of another 20 years. We can change ideas only through educating our children through which we can change the environmental situation we are facing today. The United States Agency for International Development is interested in supporting the continued development and improvement of communication skills and messages as they relate to environment. This is one of USAID's top priority areas. Unless we can address this problem effectively, the idea of economic development will never progress. We want to see the ideas in this volume translated into concrete action. The challenge is yours. The time for action is now. Delbert McCluskey Program Officer, USAID 58 Environmental Communication ══════════════════ ANNEXES 59 Environmental Communication ════════════════════════ ANNEX 1. RECOMMENDATIONS OF WORKSHOP GROUP A 1. New courses on environmental communication should be instituted. Otherwise new competencies should be integrated to existing ones? 2. The following courses may be instituted: 2.1. DEVC 240 - Environmental Communication. Appropriate Communication Models and Theories; Man and Environment Interfaces; Environmental Messages; Changing Concepts/- Beliefs/Perceptions of the Environment; World Views of the Environment; Advocacy; and Ethics, Cultural Dimension. 2.2. DEVC 241 - Media Approaches in Environmental Communication 2.3. There are existing 100-level courses which also have the same topics as those identified in DEVC 241. These 100-level courses are: Science Reporting and Advanced Developmental Writing. A topic on print and broadcast pollution should be included. 2.4. DEVC 242 - Environmental Network and Movement Studies 2.5. DEVC 243 - Environmental Negotiations, Conflict Resolution and Advocacy 3. Environmental communication courses should be offered at the formal mode, preferably at the 200 or 100 level. 4. A Master in Professional Studies major in Environmental Communication should be proposed. It should be offered to DENR employees, NGO staff members and private practitioners through distance education. 60 Environmental Communication ══════════════════ ANNEX 2. RECOMMENDATIONS OF WORKSHOP GROUP B 1. There may be no need to develop a new curriculum since IDC students are already free to take environmental science courses. 2. DENR is not encouraging Ph.D.s in environmental communication, but this may be manageable at the masteral level. 3. Graduates at the masters level can be absorbed at present, but we must take care not to flood the market. 4. The real need is not for a separate environmental-oriented curriculum but to develop methods courses that can cater to diverse needs (e.g. social marketing). 5. We should definitely develop a formal course or regularly-offered short courses that are more action-oriented. 6. Considering the present involvements of most of the staff, more than two courses may not be feasible or manageable. 7. Based the training needs articulated by DENR officers, the courses may have to focus on the following areas (to be more practical and action-oriented): 7.1. communication research 7.2. rapid appraisal techniques and how these input into KAP studies 7.3. focused group interviews 7.4. key informant interviews 7.5. communication strategy formulation 7.6. development of appropriate communication methods, media and materials 7.7. communication monitoring and evaluation 7.8. communication project planning, implementation and management 8. There may be no need for a separate field from devcom. Because, if we are to develop an environmental communication course, then it follows that we should also develop other subject matter-oriented curricula (e.g. for nutrition, science and technology etc.) 9. It would go against the innate diversity of development communication wherein environment is just one of the special areas. 61 Environmental Communication ════════════════════════ 10. There may not be a need for another academic program. We may just need to redirect, enhance or enrich some of our existing methods/skills courses to include an environmental orientation. 11. The group recommended that the Institute of develop about two courses, both a formal (MPS) and non-formal (short course) courses, encompassing the following topics: 11.1. knowledge of environmental laws/ethics 11.2. sensitivity to cultural dimension 11.3. networking 11.4. advocacy 11.5. conflict resolution 11.6. community organizing 12. Before developing the formal track (MPS), the Institute may first have to conduct a market study. 13. In developing these course, the Institute will have to make them highly participatory and experiential so that these will be more interesting to the potential participants. 62 Environmental Communication ══════════════════ ANNEX 3. RECOMMENDATIONS OF WORKSHOP GROUP C • Do we initiate new courses or integrate competencies to existing ones? o there are existing courses which we can adopt, for example SDS 120 (Community Organizing), DEVC 215 (Communication and Culture), ENS 255 (Environmental Psychology) o Other competencies are already incorporated in/integrated with existing courses (DEVC 70 - Interpersonal Communication, DEVC 211- Organizational Communication) o may institute new courses depending on the needs of the clientele and the level of competencies required (e.g. integrative production/media skills course, specialized commu- nity organizing) • What courses may be instituted? o environmental communication (as proposed by Flor) o participatory communication approaches to include negotiations, facilitating, networking, advocacy, with emphasis on community organizing) • What mode? o -both formal (degree) and nonformal (short term) -- especially for those who can't leave their work for a "long" time o -short-term skills courses in audiovisual preparation, photography, networking • What level? o graduate level • What track? o Master of Professional Studies (existing program at UPLB) • What system? o combination of traditional (1 year, 1 summer) and distance system (which may take sometime to implement) o explore intensive Saturday classes to accommodate prospective students who are always needed in the field