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5. Road and railway accidents. 6. Degradation of land and forests by uncontrolled grazing. 7. Anti-social practices, including "sati," dowry, obscurantism, superstitions, and corruption. 8. Diseases arising from lack of nutrition and hygiene. On the other hand we, in the developing countries have less problems with sulfurous fumes, fluorinated hydrocarbons, excess use of detergents and fertilizers, pesticides etc., Poverty and ignorance go hand in hand and reinforce each other. Lack of proper infrastructure for education of the diverse categories of the students as described in the paper is the major hurdle in the education effort. The objectives of awareness, knowledge, attitudes, skills, and participation are as relevant here as anywhere else in the world. Sven Grabe rightly points out that the education of technical personnel should provide a wide range of skills that are required in devising effective solutions to these environmental problems. If we do not succeed in this, the technical man feels helpless and will rather aggravate the problems of the environment than give up the short-term benefits that accrue to him through the use of any technology. Thus, strategically, environmental education, in its broadest sense, gives us the hope of getting all the technical personnel to help in improving the environment rather than spoiling Chapter 11: Environmental Issues and Risks For the purpose of discussing the environmental issues, the author classifies them as 1) the outer environment and 2) the inner environment. Rural Development Through Education System 149