|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2023, Vol. 12(1) 51-64

Three Handicaps (Economy, Education, Environment) of Middle East Arab Countries

Emel Okur-Berberoglu

pp. 51 - 64   |  Manu. Number: MANU-2301-29-0001

Published online: June 30, 2023  |   Number of Views: 28  |  Number of Download: 616


Abstract

The common points of Middle East Arab Countries (MEACs) are to have low human development index, environmental sustainability index, and educational problems particularly illiteracy. There are three main topics amongst the common subjects: economy (E), environment (E), and education (E). These 3 Es are intra- and interrelated, and basically address politics.  The aim of this research is to examine the reasons of environmental problems of MEACs in terms of Islamic perspective and its applications. However, it is thought that the main problem here is Arap culture, not Islamic perspective because some literature refers to culture, disability among children, rural populations and nomadic life, and poverty in MEACs.

Keywords: Arab Culture, Environmental Problems, Islamic Perspective, Middle East Arab Countries


How to Cite this Article?

APA 6th edition
Okur-Berberoglu, E. (2023). Three Handicaps (Economy, Education, Environment) of Middle East Arab Countries . Turkish Journal of Teacher Education, 12(1), 51-64.

Harvard
Okur-Berberoglu, E. (2023). Three Handicaps (Economy, Education, Environment) of Middle East Arab Countries . Turkish Journal of Teacher Education, 12(1), pp. 51-64.

Chicago 16th edition
Okur-Berberoglu, Emel (2023). "Three Handicaps (Economy, Education, Environment) of Middle East Arab Countries ". Turkish Journal of Teacher Education 12 (1):51-64.

References

    Al- Baqarah (2012). http://quran.com/2

    Al-Damkhi, A. M., Abdul- Wahab, S. A., Al-Khulaifi, N. M. (2009). Kuwait’s 1991 Environmental Tragedy: Lessons Learned. Disaster Prevention and Management, 18 (3), 233-248, www.emeraldinsight.com/0965-3562.htm

    Al- Kafirun (2012). http://quran.com/109

    An-Nahl (2012). http://quran.com/16

    Ammar, N. H. (1995). "Islam and the Environment: A Legalistic and Textual View." In Population, Consumption, and the Environment: Religious and Secular Responses, ed. Harold Coward, 123-136. Albany: State University of New York Press, 1995.

    Ammar, N. H. (2001). "Islam and Deep Ecology." In Deep Ecology and World Religions: New Essays on Sacred Ground, ed. David Landis Barnhill and Roger S. Gottlieb, 193-211. Albany: State University of New York Press, 2001.

    Ammar, N. H. (2002). "An Islamic Response to the Manifest Ecological Crisis: Issues of Justice." In Visions of a New Earth: Religious Perspectives on Population, Consumption, and Ecology, ed. Harold Coward and Daniel C. Maguire, 131-46. Albany: State University of New York Press, 2000. Reprinted in Worldviews, Religion and the Environment: A GlobalAnthology, ed. Richard C. Foltz (Belmont, Calif.: Wadsworth Thomson), 376-385.

    Asmal, A. C.& Asmal, M. (2000). "An Islamic Perspective." In Consumption, Population and Sustainability: Perspectives from Science and Religion, ed. Audrey Chapman, Rodney Peterson, and Barbara Smith-Moran, 157-65. Washington, D.C.: Island Press.

    Ba Ubaid, A. Y. (1999). Environment, ethics and design: An inquiry into the ethical underpinnings of Muslim environmentalism and its environmental design implications (Saudi Arabia). Ph.D. diss., University of Pennsylvania.

    Bahrain (2012). http://www.education.gov.bh

    Bell, D. R. (2004). Creating green citizens? Political liberalism and environmental education. Journal of Philosophy of Education, 38 (1), 37-53. http://greencitizen.pbworks.com/f/Creating%20Green%20Citizens%20in%20Education.pdf

    Bucaille, M. (1978). The Bible, the Qur’an and science. North American Trust Publication, Crescent Publishing Company, Aligarh, India.

    Campbell, T., Medina-Jerez, W., Erdogan, I. and Zhang, D. (2010). Exploring science teachers’ attitudes and knowledge about environmental education in three international teaching communities. International Journal of Environmental & Science Education, 5(1), 3-29. http://www.ijese.com/IJESE_v5n1_Campbell.pdf

    Catholic News Service (2011). Vatican budget, Vatican reports budget surplus for 2010, says worldwide giving down, http://www.catholicnews.com/data/stories/cns/1102663.html

    DeHanas, D. N. (2010). Broadcasting green: grassroots environmentalism on Muslim women’s radio. The Social Review, 57 (2), 141-155.

    EFA (2011). Education for all (EFA) Global Monitoring Report: The hidden crisis: Armed conflict and education. http://unesdoc.unesco.org/images/0019/001907/190743e.pdf

    Environmental Performance Index (EPI). (2022a). 2022 EPI Results.https://epi.yale.edu/epi-results/2022/component/epi

    Environmental Performance Index (EPI). (2022b). Main report, https://epi.yale.edu/downloads/epi2022report06062022.pdf

    Frieling, R. (1978). Christianity and Islam, a battle for the true image of man. Floris Books, Edinburgh, Great Britain.

    Foltz, R. D.& Baharuddin, F. A. (Eds.). (2003). Islam and Ecology: A bestowed trust. Harvard University Press. Cambridge, Massachusetts, USA.

    Gorney, C.& Sinclair, S. (2011). Too young to wed, the secret world of child brides. National Geogaphy, June 2011, 219 (6), 78-99. http://ngm.nationalgeographic.com/print/2011/06/child-brides/gorney-text

    Haleem, H. A. (2001). Review of The Environmental Dimensions of lslam,by Mawil Izzi Dien. Journal of Islamic Studies, 12(2), 179-82.

    Hammoud, H. R. (2006). Illiteracy in the Arab world, education for all global monitoring report 2006 literacy for life. http://unesdoc.unesco.org/images/0014/001462/146282e.pdf

    Hanut, E. (2000). Rumi - card and book pack: Meditation, inspiration, self-discover. Tuttle Publishing, Boston.

    Human Development Index (HDI) by Country. (2023). https://worldpopulationreview.com/country-rankings/hdi-by-country

    Ibrahim, A. (1991). The Ummah and tomorrow’s world. Futures, 23 (3), 302-310.

    Iskandar, L. (2007). Programme delivery and approaches to curriculum development in selected countries of the Arab Region. Research paper prepared for the UNESCO Regional Conferences in Support of Global Literacy (Doha, 12 – 14 March 2007). https://unesdoc.unesco.org/ark:/48223/pf0000161146?posInSet=4&queryId=cd89c9a3-5900-4f5f-8ec5-fcd5d7ab77d5

    Khalid, F. (2002). Islam and the Environment. In Timmerman, P. (Ed.) Volume 5, Social and economic dimensions of global environmental change. (pp. 332-339). Munn, T. (Editor-in-Chief) Encyclopedia of Global Environmental Change. John Wiley and Sons Ltd. Chichester, UK.

    Khalid, F. & O’Brien, J. (1992). Islam and ecology. Fakenham Photosetting Limited, Norfolk Printed, Fakenham, Great Britain.

    Khusanjanova, J. (2011). OPEC’s benefit for the member countries. Research in World Economy, 2(1), 14-23.

    Leach, E. (1968). Virgin birth. Correspondence, Man3, 651-656. http://home.iscte-iul.pt/~fgvs/Leach%201967.pdf

    Loo, S. P (2001). Islam, science and science education: Conflict or concord?. Studies in Science Education, 36(1), 45-77.

    Middle East (2012). http://en.wikipedia.org/wiki/Middle_East

    Nasr, S. (2005). Islam, Muslims, and modern technology. Islam & Science, 3(2), 109-126.

    Naqvi, S. N. H. (1997). The Dimensions of an Islamic economic model. Islamic Economic Studies, 4(2), 1-23.

    Okur, E. (2012). Outdoor experiential teaching: Ecology application. [Doctoral thesis, Canakkale Onsekiz Mart University]. http://acikerisim.comu.edu.tr/xmlui/bitstream/handle/20.500.12428/1932/Emel_Okur_Doktoratezi.pdf?sequence=1

    Okur-Berberoglu, E. (2014). Exploitation of environmental resources and rural people by global food companies. Geography, Environment and Sustainability Journal, 4 (7), 54-68. http://www.rgo.ru/sites/default/files/gi214_sverka.pdf

    Okur-Berberoglu, E. (2015a). The Effect of ecopodagogy-based environmental education on environmental attitude of in-service teachers. International Electronic Journal of Environmental Education, 5(2), 86-111.

    Okur-Berberoglu, E. (2015b). The Opinions of the in-service teachers to ecopedagogy-based environmental education depend on holistic perspective. Mersin University Journal of the Faculty of Education, 11(3), 732-751.

    Okur- Berberoglu, E. (2015c). Some suggestions for Turkey within the scope of outdoor education success of New Zealand. Journal of Turkish Science Education, 12 (3), 51-64. https://doi.org/10.12973/tused.10146a

    Okur-Berberoglu, E. (2015d). The Effect of ecopedagogy-based environmental education on environmental attitude of in-service teachers. International Electronic Journal of Environmental Education- Green, 5 (2), 86- 100. http://eric.ed.gov/?id=EJ1077737

    Okur-Berberoglu, E. (2015e). The Effect of ecology based environmental education on environmental knowledge gaining of in-service teachers. Turkish Journal of Teacher Education, 4(1), 30-49.

    Okur-Berberoglu, E. (2017a). Ecological dynamics model and ecopedagogy-based outdoor experiential education. International Electronic Journal of Environmental Education, 7(2), 134-151.

    Okur-Berberoglu, E. (2017b). Outdoor experiential environmental education: An adult-centred intervention for the affective domain. International Electronic Journal of Environmental Education, 7(1), 34-58.

    Okur-Berberoglu, E. (2018). Development of an ecoliteracy scale intended for adults and testing an alternative model by structural equation modelling. International Electronic Journal of Environmental Education8(1), 15-34.

    Okur-Berberoglu, E. (2020a). An ecological intelligence scale intended for adults. World Futures, 76(3), 133-152. https://doi.org/10.1080/02604027.2020.1730735

    Okur-Berberoglu, E. (2020b). Effect of ecopedagogy-based environmental education on in-service teachers’ consumer behaviour in Turkey: A follow-up study after seven years. Journal of Sustainability Education, 24 (December 2020), 1-22. http://www.susted.com/wordpress/wp-content/uploads/2021/01/OkurBerberoglu-JSE-December-2020-General-Issue-PDF.pdf

    Okur-Berberoglu, E. (2021a). Some effects of unstructured outdoor plays on a child: A case study from New Zealand. International Electronic Journal of Environmental Education, 11(1), 58-78.

    Okur-Berberoglu, E. (2021b). The comparison of New Zealand and Turkey within in-service teachers’ eco-literacy levels. Turkish Journal of Teacher Education, 10 (2), 70-89. http://tujted.com/makale/2848

    Okur-Berberoglu, E. (2022). Some effects of an unstructured outdoor activity on preschoolers: A case study from Aotearoa, New Zealand. Journal of Sustainability Education, General Issue May 2022: Workings of Transformation, Part Two, 1-19. http://www.susted.com/wordpress/content/some-effects-of-an-unstructured-outdoor-activity-on-preschoolers-a-case-study-from-aotearoa-new-zealand_2022_06/

    Okur-Berberoglu, E., Ozdilek, H. G., & Yalcin-Ozdilek, S. (2015). The short-term effectiveness of an outdoor environmental education on environmental awareness and sensitivity of in-service teachers. International Electronic Journal of Environmental Education, 5(1), 1-19.

    Organization of the Petroleum Exporting Countries (OPEC). (2022). Member countries. https://www.opec.org/opec_web/en/about_us/25.html

    Piper, O. A. (1964). The Virgin Birth: The meaning of the Gospel Accounts. Interpretation18(2), 131-148. https://journals.sagepub.com/doi/pdf/10.1177/002096436401800201

    Rodinson, M. (2002). Muhammad. Tauris Parke Paperbacks, I. B. Tauris&Co Ltd, London.

    SANZ (Sustainable Aotearoa New Zealand INC) (2009). Strong sustainability for New Zealand: principles and scenarios. Nakedize Limited Publication, Auckland, New Zealand.

    Sardar, Z. (Ed.) (1988). The Touch of Midas: Science, values and environment in Islam and the West, Pelanduk Publications, Malaysia.

    Saudi Arabia (2012). http://www.moe.gov.sa/

    UNDP (2009). Arab countries report, http://hdr.undp.org/en/reports/regional/arabstates/ahdr2009e.pdf

    UNDP (United Nations Development Programme) (2016). Arab Human Development Report 2016: Youth and the prospects for human development in a changing reality. New York. https://hdr.undp.org/system/files/documents/ahdr2016enpdf.pdf

    UNESCO (2003). Literacy and adult education in the Arab world regional report for the CONFINTEA V mid-term review conference, Bangkok, September 2003, http://www.unesco.org/education/uie/pdf/country/arab_world.pdf

    UNESCO (2011). National adult literacy rates (15+), youth literacy rates, http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx?ReportId=210

    United Arab Emirates (2012). http://www.uaeinteract.com/education/

    Warraq, I. (1995). Why I am not a Muslim. Prometheus Book, New York.

    Washington Post (2012). Saudi’s top sheikh: ‘Necessary to destroy all churches’, The news of 3.22.2012, http://www.washingtonpost.com/blogs/guest-voices/post/saudis-top-sheikh-necessary-to-destroy-all-churches/2012/03/21/gIQAFQIiTS_blog.html

    Yalçın, S., & Okur, E. (2014). The effects of electromagnetic field (EMF) education within ecopedagogy on EMF awareness. Pamukkale University Journal of Education, 35 (1), 143-156.

    Yousif, A. A. (2007). Adult literacy and adult education in the Arab States: Bahrain, Egypt, Oman, Saudi Arabia, Sudan, Syria and Yemen. Research paper prepared for the UNESCO Regional Conferences in Support of Global Literacy (Doha, 12 – 14 March 2007). https://unesdoc.unesco.org/ark:/48223/pf0000161145?posInSet=2&queryId=cd89c9a3-5900-4f5f-8ec5-fcd5d7ab77d5