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Bangladesh Journal of Bioethics 2020; 11 (2): 1-9 

 

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Environmental Ethics through Value-Based Education 

 

Ravichandran Moorthy1, Gabriel Tyoyila Akwen 2 

 
1. Associate Professor, Universiti Kebangsaan Malaysia, Asian Bioethics Association, Email: drravi@ukm.edu.my  
2. Department of Political Science, Federal University Gashua, Yobe, Nigeria 
Email: akwengab123@gmail.com , akwengabriel@fugashua.edu.ng    

 

DOI: https://doi.org/10.3329/bioethics.v11i2.49257  

 

Abstract: Environmental ethics is the subject in philosophy that examines the moral relationship of 
human beings to the environment and its non-human species. It concerns human’s ethical relationship 
with the natural environment. The central question concerning environmental ethics is essentially – what 
is human being’s moral obligation concerning the natural environment? The paper will firstly provide a 
review of the ethical relations of humans and the environment, secondly examine how value-based 
education can assist in inculcating environmental ethics among learners. 

 
Keywords: Environment ethics, Value-based educations, Values, Ethics, Moral obligations 

 
Introduction: Mother earth is in great perils. 
Human activities and the demand for 
resources have created enormous pressure 
and stress on the sustainability of Earth. 
Resource depletion and environmental 
devastation have plagued the world in the last 
several decades, creating havoc to the 
environment and the life of species inhabiting 
it, which includes the humans. Human 
neglect, due to over development, has created 
many environmental issues, such as 
excessive pollution in land, water and air, 
overpopulation, poor management of 
industrial and household waste, climate 
change and global warming, deforestation 
and others, have impacted mother Earth 
severely. These impacts are already clearly 
visible – the impacts on human health, the 
melting of the ice-cap and rise in sea levels, 
extinction of certain species, irreversible 
pollution of the water sources, unhealthy air 
levels and many more. Despite being the 
most intelligent species, humans, due to their 

greed and consumption patterns, have 
willingly allowed for the ruin of the 
environment. In the past decade many 
initiatives are being carried out at all levels of 
society to create environmental awareness 
and invoke actions to mitigate environmental 
degradations and climate change issues. The 
authors posit that mitigation efforts should 
start in the school systems.  

Besides imparting knowledge and skills, 
values education should be imparted with 
greater emphasis. Values, norms and 
principles of nature should also be taught at 
an early age, so that children start to 
appreciate and value nature and the 
environment since childhood. Only through 
the inculcation of ethics for the love, 
preservation and protection of the 
environment that long term solutions have be 
envisioned.  While some of the damages to 
the environment are natural, a host of others 
are manmade. “Man with his domestic 



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animals his domestic animals, cultivation and 
fire can induce changes, similar to those 
produced by a reduction in the long term 
average precipitation, in a very much shorter 
time” 1. The environment could be saved 
from both natural and human disasters 
through environmental ethics value-based 
education. This would enhance man’s 
understanding, attitudes, and skills on how to 
relate in the environment. Besides, disaster 
mitigation strategies could be acquired 
through such education. In most cases, fields 
trips that are environmental based have 
proven to change the students’ perception of 
the environment. 

Importance of Environmental Ethics: 

Ethics are shared values of the society that are 
not static, they can be changed or revised, due 
to prevailing circumstances in the society. 
Other features of ethics include belief and 
attitudes. Environmental ethics is a body of 
knowledge that deals with an understanding 
of the moral association between man and the 
natural environment, including the non-
human creatures that inhabit and constitute 
the environment2. Environmental ethics 
encompasses developing a fitting grasp of the 
human-nature association, noting the goods 
and principles that emerge from the 
relationship, determining the rules that those 
goods and principles substantiate, and 
employing those norms to make regulations 
on environmental concerns and interactions3. 

Studies on environmental ethics began during 
the post-modern thinking era. This was after 
the technological civilization (increase use of 
pesticides, deforestation and industry) 
brought about a new culture that sees human 
beings as the master of the environment4, 5. 

The new culture came with problems like air 
and water pollution, the exhaustion of 
environmental resources, depletion of the 
ozone layer, forfeiture of biodiversity, 
destruction of ecosystems, and worldwide 
climate change6 .The aforementioned 
constitute ethical discussions and 
subsequently influence the human ability to 
solve environmental problems.  

Although there are rising concerns about 
environmental issues in nearly all aspects of 
human lives, the ethical environmental 
values and norm have not been very well 
emphasized in policies relating to the 
environment.  Fundamental ethical questions 
should be openly debated, to provide the 
required clarity of thought on the goals the 
policy expect to achieve. "Should we only 
protect the environment to the extent that we 
have an interest in it? What is it that is worth 
protecting: species, individuals, ecosystems? 
What does the notion of sustainability 
means7?". Thinking about these questions are 
essential as it allows the policymaker to 
reflect on the ethical principles that these 
policies will anchor on. Yet, in reality, maybe 
due to ethical ignorance, "questions like these 
often remained unanswered and sometimes 
even unasked, in the formulation and 
implementation of environmental policies 
and actions"8 .It is by asking and answering 
the above-raised questions that the relevance 
of environmental ethics would be felt.  

An education that is environmental ethics 
based would assist man to delineate his moral 
and ethical responsibilities to the 
environment, even in the face of a threat to 
man's survival. For instance, in developing 
countries, people living in the rural areas 



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depend on firewood for their cooking, but 
cutting down of trees for this purpose is 
disastrous to the environment from the 
perspective of those living in developed 
societies. Actions such as this and many more 
that are motivated by survival instincts are 
morally rejected in some quarters because of 
their negative impact on the environment. 
Through the discipline of environmental 
ethics, man has come to strike a balance on 
how to utilize environmental resources 
without causing much harm. This is done 
through the teaching of ethical decisions, for 
example, the poor in most rural poor 
communities are encouraged to plant two 
trees when they cut one down. Environmental 
ethics is useful for pointing out that if 
conscious efforts are not taken the next 
generations will not afford to meet their 
needs from the environment. It further 
advocates for the avoidance of bad 
environmental behaviour9.  

On the part of organisations, environmental 
ethics is an essential inner resource that 
permits firms to utilize a value-creating 
approach for augmenting environmental 
performance. In this context, environmental 
performance denotes an organization's 
behaviour concerning the natural 
environment. This has to do with how the 
organization taps accessible resources with a 
resilient obligation to check activities that 
can harm the environment. Through 
environmental ethics, many firms have 
developed the natural inclination to build 
synergy among their internal resources to 
improve their environmental performance as 
a strategy of outclassing their competitors10. 
To this end, business environmental ethics of 
organizations stimulate proactive 

environmental activities and improves 
environmental performance. This is why 
environmental education (training) to 
employees has become a sine qua non and 
more relevant11 because of its ability to boost 
the organization's environmental 
performance and competitiveness. 
Employee's environmental morals, 
motivations and behaviour in terms of 
knowledge and utilization of ideas in line 
with green products and resources recycling12 
are important components that enhance 
environmental performance and 
competitiveness of firms. 

In another dimension, compared to a few 
decades past where only a handful of people 
realized that man's activities were altering the 
world's environment, with the emergence of 
environmental ethics, more people are 
informed about how human impunity actions 
are rapidly destroying the global 
environment. Therefore, new information 
and improved understanding now 
characterize the human relationship with the 
environment. In this regards human beings 
have realized that they have a moral duty to 
leave the environment in good condition for 
the future generation. More so, that we are 
not at liberty to exploit environmental 
resources to the level of exhaustion. Most 
importantly that other species have rights to 
co-live with human beings in the 
environment as well13 .This new knowledge 
demonstrates the relevance and dire need for 
environmental ethics.  

With environmental ethics culture, Human-
centered standpoints can be changed into 
eco-centred views and human perceptions 
about the environment and environmental 



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principles can be transformed positively. 
Environmental ethics education can reveal 
the path and strategies of inculcating positive 
environmental values in students. 

Particularly at the universities as 
important places in people's scientific 
and social development, young 
people taking both vocational and 
environmental ethics education will 
not be the source of environmental 
problems but part of the solution 
when they begin their professional 
career. In this theoretical study, the 
importance of environmental ethics 
education for university students will 
be emphasized14. 

 
Environmental ethics plays an important role 
in man's quest to preserve the earth and 
manage the natural resources to meet the 
needs of the geometric increasing human 
population. This cannot be achieved with 
man's inadequate perception of 
environmental ethics. Through education in 
environmental ethics, man has come to 
understand that there many environmental 
ethics that we need to practice as we carry out 
our day-to-day activities to maintain the 
sustainability of the.  
 
Environmental Ethics Principles: 

Generally, the debate on environmental 
ethics falls into four wide-ranging aspects; 
“firstly it reflects on human beings' ethical 
relationship with the natural environment; 
secondly, it concerns human beings' 
responsibility in safeguarding and preserving 
the natural environment; thirdly it concerns 
human beings' in providing leadership in 
safeguarding and preserving the natural 

environment and fourthly it concerns human 
beings' in ensuring earth's resources remains 
adequate for future generations” 15. These 
dimensions need to be guided by 
environmental ethics principles for success to 
be achieved. There are numerous principles 
to establish how humans should treasure the 
environment. The vastness of the field of 
environmental ethics makes it challenging for 
one principle to be applied. Several theories 
have been propounded since the inception of 
the discipline of environmental ethics, and 
they have highlighted countless principles of 
environmental ethics. More so, due to 
differences in environmental problems and 
human needs of different societies, there are 
no universally accepted principles of 
environmental ethics. Be that as it may, some 
of the principles that are predominantly 
found in the existing theories are discussed 
below. 

Anthropocentrism is one of the principles of 
environmental ethics. Etymologically, the 
concept of anthropocentrism is derived from 
a combination of two Greek wordś 
"ανθρωπoς (Anthropos, or human being) and 
κ́εντρoν (kentron, or centre)" 16. In 
environmental ethics, anthropocentrism 
connotes "the belief that value is human-
centred and that all other beings are means to 
human ends"17. By this, it means that only 
human beings are worthy of moral 
contemplations.18 The word 
anthropocentrism is a global held perspective 
that accord privileges to the improvement of 
man's welfare at the detriment of other 
aspirations. Anthropocentrism could be 
viewed as the love of one's species, and, 
secondly, as intolerance for other species19. 
This principle contents that man is the most 



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essential being, all other living creatures are 
just fixtures designed to support man's 
survival and development. There are two 
strands of anthropocentrism-the weak and 
strong anthropocentrism. Whereas weak 
anthropocentrism thinks that human beings 
are the hub because it is only via the human 
standpoint that environmental conditions are 
understood. Strong anthropocentrism, on the 
other hand, believes that human beings are 
the focus because they justly deserve to be 
there20. 

Non-anthropocentrism is another known 
principles of environmental ethic. In contrast 
to anthropocentrism, the principle of non-
anthropocentrism offers value to every 
object, every animal dwelling in an 
environment. This principle believes in 
everything that sustains itself in nature. From 
the lens of Non-anthropocentrism, the world 
is not seen based on its utility but its intrinsic 
worth. Hence, the stance that man is not 
superior to members of all species.21 This 
principle believes that the non-human world 
also possesses an essential value in itself and 
broadens moral standing to non-human 
species. Among the adherents of this 
principle, some expand morality only to 
species that can react to pleasure and pain, for 
instance, humans and animals, others, to all 
living beings, plants and trees inclusive, and 
some to the degree of including the land, 
rocks, soil, ecosystem, etc22. The non-
anthropocentrism principle is perceived as an 
abstraction given the level of urbanization 
and technological advancements that 
characterized the contemporary world23. 
There are many variants of non-
anthropocentrism, sometimes they are treated 
as separate principles of environmental 

ethics. While at some instance the concept 
"ecocentrism" is counted as a principle of 
environmental ethics, in this context it is seen 
as one variety of non-anthropocentric 
principle. Others include hierarchical bio-
centrism, psychocentrism, and egalitarian 
biocentrism24. 

Widyaningtyas, et al25 identify three 
principles of environmental ethics "(1) 
Compassion for nature bearing, (2) respect 
for nature bearing, and (3) life in harmony 
with nature bearing", which they posit are 
derived from biocentric and eco-centricity 
theory. From their first principle it can be 
deduced that as humans progressively love 
and care for the environment, a mutual and 
strong relationship would be established 
between individuals and nature. To this 
extent, nature is viewed to be alive in a 
physical, spiritual and mental sense. The 
second principle is founded on the theory 
ecological community, which asserts that the 
environment is a moral community and 
humans as community members have a moral 
responsibility to respect other members of the 
community. The third principle stresses that 
the quality of a good life is not determined by 
facilities, wealth or material values. Life in 
harmony with nature bearing as a principle 
states that Human beings need to see 
themselves as a part of nature, therefore, 
should make use of nature appropriately. This 
can be achieved through obedience to natural 
law, which entails moderate utilization of 
nature and avoidance of overexploitation26. 

From the African standpoint, Ibanga27 
pinpoints five principles of environmental 
ethics, which are taken from the broad corpus 
of African environmental ethics. One of the 



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principles is that of accommodation. It 
portrays that nonhuman presence and care for 
future generation should be contemplated and 
accommodated in humans' day-to-day 
resolves and dealings. Next is the Principle of 
Gratitude. Under this principle, man is 
expected to act towards the environment in 
such a manner that reflects appreciation 
towards other species. Because even the 
nonhumans contribute and support man's 
existence in the environment. The third is the 
principle of restoration. It admonishes human 
beings to always restore to nature the loss 
they have caused it. For instance, re-planting 
two trees after one is deliberately cut down. 
The succeeding is the principle of control. 
Here man is encouraged to act in a fashion 
that he would be able to control and prevent 
his actions from creating too many 
undesirable externalities. The last is the 
principle of necessity. Man is expected to act 
only on choices and actions that are 
extremely necessary. 

All the above-discussed principles of 
environmental ethics are precepts proposed 
to guide peoples' actions in the environment. 
Most of the principles call for control and 
caution to man's decisions and actions, so that 
his lifestyle and dealings would prevent 
depletion of resources and reduce damages 
that his lifestyle can cause other beings and 
their communities. Put differently, these 
principles serve as a framework to foresee 
before acting.  

Value-based Education: What is value-
based education? Value-based education is a 
philosophy and approach to education that 
emphasizes the inculcation of principles, 
values and ethics to the learners. It is an 

innovative way of thinking about education, 
where learners are introduced to values 
holistically by assimilating these values as 
principles that will guide behavior and 
actions28. The next question is why there is a 
need for value-based education? The rat-race 
to acquire for academic and professional 
qualifications have undoubtedly pushed 
value education on the sideline. Material 
success, competitions and consumptions 
have become the new-age mantras in society 
– contributing the degradation of human 
values, their behaviours and negative impacts 
to the environment. Therefore, to address 
these harms, the authors believe that the 
education philosophy and education systems 
requires a thorough reexamining and 
revision. A more robust and significant 
value-based education curriculum need to 
incorporate into the school syllabus that will 
invoke the desired human values and ethics. 
“Philosophers, educationists, and other 
stakeholders can be the catalyst to create 
awareness among the public and policy 
makers on the necessity to relook and revamp 
the education system, across the board” 29. 

 
What are desired values in value-based 
education? There many moral and ethical 
values and norms that regulates human 
behaviours in societies. The values are 
cultural and society-specific, one society may 
place a greater importance of a specific set of 
values compared to another society.   
Societies may have different levels priority 
and acceptance of values and norms in 
society. However, the universal values such 
as respect, tolerance, peace, care, compassion 
and love manifest in all societies. Through 
value-based education, learners have the 



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opportunity to learn, deliberate and reflect 
their actions based on these values. The 
school syllabus of some countries have 
incorporated Moral or Civic classes as part of 
their curriculum, where values are 
specifically taught. Nonetheless, value 
education may be carried out in any type of 
lessons, but the values can be drawn out in 
the activities. For instance, “in a geography 
lesson regarding water resources, learners 
can be exposed to the principle of water for 
all (water equity or sharing), the right for 
access to clean water (human rights), as well 
as responsibility to use water in a sustainable 
way (environmental ethics)”.30 Through this 
geography lesson, learners have the 
opportunity to internalize the values of 
sharing, respect for the rights of all, and 
responsibility to the environment. Through 
these activities, teachers or instructors can 
initiate discussion in class and encourage the 
learners to reflect of these values. Studies 
show that value-based education tend to 
produce learners with more self-confidence 
and take greater responsibility for their 
actions and behaviours. 
 
Subsequently, when learners start thinking 
about these values and reflect it within their 
lives, it becomes a normative set of values for 
that individual. This allow them to be more 
reflective and self-aware, with regards to 
their actions and behaviours. When learners 
start to internalize and model the values in 
their lives, they become ethically intelligent. 
It refers to the consequence of thought 
process on an ethical vocabulary, that may 
encompass value-loaded words such as love, 
compassion, peace, respect, justice, fairness 
etc. When learners start thinking about the 

gist of these vocabulary, and incorporate 
those expressions into their lives, they 
became ethically intelligent. Weinstein31 
asserts that individually who are ethically 
intelligent know how to employ this 
awareness the immediately. Nevertheless, 
being ethically intelligent is not only about 
knowing what is right, but having the resolve 
to do what is deemed right. Ethical 
intelligence is most valuable, and it manifest 
through five principles – do no harm, make 

things better, respect others, be fair, and be 

loving. These principles are the building-
block of communities, societies and nations, 
it binds individuals together, as persons of 
faith and in all relationship individuals have 
or are likely to have32. 
 
The authors believe that environmental ethics 
and its awareness can be inculcate more 
efficiently through value-based curriculum 
and teaching. As explained in the previous 
paragraphs, values, norms and ethics that 
allows for the safeguard and appreciation of 
the environment should inculcate early in the 
schooling process. The experiential learning 
that takes place in value-based systems will 
improve learners’ relational trust and become 
more engaged in value-based environmental 
discourses. Individuals need to feel 
responsible and empowered to be a guardian 
for the environment. They will feel 
compelled, not only to constantly acts in an 
sustainable way, but also have the moral 
standing to speak up against actions by others 
that are environmentally unsustainable. 

Conclusion: The importance of value-based 
education in the school curriculums have 
been largely neglected or even ignored. 
Moral and civic classes in schools are usually 



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non-exam lessons, and are often regarded not 
important by the schools and parents. The 
school systems and even the parents often 
place great emphasis on subjects and exams 
that will secure their children jobs and further 
educational opportunities. This is an 
incorrect postulation, while job seeking skills 
and knowledge are important, value and 
ethics education is crucial for character-
building of individuals. For example, Indian 
thinkers claimed that ‘the end of education is 

character’, which denotes to the mental and 
moral qualities distinctive to an individual33. 
For Mahatma Gandhi, education is the 
development of human personality, which 
reveals in the body, mind, heart and spirit of 
humans. Through education, the spiritual, 
intellectual and physical strength of the 
individual is aroused. Subsequently, it also 
arouses the notions of sympathy, fellowship 
and deep feelings of love. “It also nurtures 
conflict resolution behavior among 
individuals – that is to manage differences 
through dialogue, tolerance, friendship, 
reconciliation and confident building among 
individuals” 34. Therefore, the purpose of 
education is to produce individuals who 
endowed with values and norms, and 
understand one’s responsibilities in the world 
in which one lives35. 

References: 

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3. Sandler, R. L. “Environmental virtue ethics. 
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https://www.academia./ 38498608/ 
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7. Ten Have, H.A.M.J. Environmental Ethics 
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8. Ibid 

9. Temel, S. Prospective teachers' 
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10. Singh, S. K., Chen, J., Del Giudice, M., & El-
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Development Conference Valencia, Spain. 
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15. Moorthy, R. & Jeyabalan, G. Environmental 
Ethics in River Water Management 
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16. Kopnina, H. "Anthropocentrism and Post‐
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17. Kopnina, H, et al. Anthropocentrism: More 
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18. Callicott, J. B. “Conservation Values and 
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Sunderland, MA:Sinauer; 2006. 

19. Hayward, T. Anthropocentrism: A 
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20. Kukreja, R. What are Environmental Ethics? 
2020 https://www.conserve-energy-future 
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21. Jagat, P. “Sterba on Reconciling 
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26. Ibid 

27. Ibanga, D. Concept, Principles and Research 
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28. Moorthy, R. & Sivapalan, S. Some ethical 
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29. Moorthy, R. 2019. Value-Based Education to 
Overcome Hatred & Divide. In Macer, D.R.J 
(ed). Legacies of Love, Peace and Hope: 
How Education can overcome Hatred and 
Divide. Christchurch,  N.Z.: Eubios 
Ethics Institute. pp.87-92 

30. Ibid 

31. Weinstein, B. 2011. Ethical Intelligence: 
Five Principles for Untangling Your 
Toughest Problems at Work and Beyond. 
California: New World Library. 

32. Ibid 

33. Chandrasekar, V. Conflict Resolution 
through Value-Based Education and Its 
Impact: The Indian Model. In Moorthy, R. 
and Panneerselvam, S. (eds.). Conflict 
Resolution: Perspectives from Indian 
Philosophy and Traditions. UKM Press: 
Bangi, 2018. 

34. Moorthy, R. Indian Civilization, Philosophy 
and Conflict Resolutions. In Moorthy, R. and 
Panneerselvam, S. (eds.). Conflict 
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35. Devi, A. H. ‘Gandhi's concept of education 
and its ethical perspectives for the 
development of peace.’ 2019. 
https://www.mkgandhi.org/articles/g_edu.ht
m [1 August 2019]. 
 

Author Contributions: The 1st author Ravichandran 
Moorthy conceived the idea, did the literature review 

and wrote the manuscript. The 2nd author Gabriel 

Tyoyila Akwen guided the conception of the idea, the 
manuscript writing, and checked the manuscript 
meticulously.  

 
Conflict of interests:  The authors declare that there 
is no conflict of interest in this study