INTRODUCTION How do we approach climate change in all its local

INTRODUCTION
How do we approach climate change in all its local, regional, and global dimensions from a Environmental Education perspective? How do we study it, contextualise it, think about its past, present, and future impacts, and contribute to policy processes? It poses many challenges to social sciences such as sociology and anthropology. Some of these challenges include how sociologists and anthropologists should consider their roles in studying and evaluating climate impacts on education, society, culture, and everyday human life, as well as the advocacy and policy positions they take (e.g., Crate and Nuttall 2009; Urry 2011). Lenton (2011), for example, has written that there are many components of the earth system that could display non-linear behaviour and transitions, i.e., tipping points, under human climate forcing. The term “tipping element” have recently been introduced by Lenton and colleagues to describe the components of the earth system that can be switched under particular conditions into a qualitatively different state by small perturbations (Lenton et al. 2008). The term tipping point is used to refer to the vital point at which such a transition is triggered. However, once these tipping points have been reached and thresholds crossed, it is suggested, we will have reached ‘a point of no return’ and there will be immense economic and social consequences arising from these ecosystem transformations.

THE ENVIRONMENTAL EDUCATION PROCESS
The environmental problem can’t absolutely separate from individual level. The main cause is revealed that the people do not have enough knowledge and understanding, and lack of consciousness, awareness, and attitude to practice proper behaviour including to realize that they must have very important parts to take responsibility for conservation of natural resources and environment. Generally, it is widely accepted that the sustainable society, economics, education, and environment, nevertheless we need to develop the quality of people before we can consider other aspects of development. Therefore, the human is the origin of development in all aspects, then only they will be impacted by the results of those development. The human is accepted to be a centred development of all aspects in society (Punthumnavin, 2008, ; Thiengkamol, N., 2011e). according to M Nuttall, scientific predictions and projections of trends are based on the past, on what has been a trend in climate, and that the future is thus modelled on replicas of the past replicas that nonetheless must convey some feeling of authenticity. Despite this, the future remains uncertain and open. (Ambio 2012 Feb; 41(1): 96–105)

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FIGURE 1 Variations in Earth’s average surface temperature, over the past 20000 years. Prior to 1860, analogue measures of temperature are necessary (tree rings, oxygen isotope ratios in ice cores and lake sediments, etc.). Note the substantial natural fluctuations throughout the period. Note also that (with the logarithmic nature of the time axis) the anticipated rate of increase in world temperature this century is 20–30 times faster than occurred as the planet emerged from the last glaciation, from around 15000 years ago. (CHAPTER 1. CLIMATE CHANGE AND HEALTH: AN OLD STORY WRIT LARGE)

the future is something that falls within the purview of our scholarly enterprise and its attempt to understand the human condition and the nature of human being; specifically, what and who we are, where we came from, and where we are going, as well as the relationships we have with the environment and other animals. (Ambio 2012 Feb; 41(1): 96–105)

The environmental education process will be able to train people to practice until they gain more knowledge and understanding, raise awareness, build consciousness, adjust attitude to be positive, take responsibility, make a proper and clear decision to participate and practice to conserve the natural resources and environment with public mind to devote themselves for public or society including having concept to distribute their knowledge, understanding, awareness and positive attitude to their families member and others to conserve he natural resources and environment as them (Elliot, 1995, Thiengkamol, 2011a, & Thiengkamol, 2011e ).Accordingly, Thiengkamol mentioned on public consciousness or public mind based on inspiration from insight and inspiration different from motivation because inspiration needs no rewards and admirations. Inspiration of public consciousness or public mind, especially, for natural resources and environment conservation, one doesn’t receive any reward, admiration or complement for one’s act for natural resources and environment conservation. Inspiration of public consciousness might occur due to appreciation in a person as role model or idle, events, situations, environment, media perceived such movies, book, magazine, and internet (Thiengkamol, 2009a , Thiengkamol, 2009b, Thiengkamol, 2011a, Thiengkamol, 2011e, & Thiengkamol, 2011f).

CONCLUSION
Case studies from North Africa and South West Asia do indeed show that climate change played a major role in the origins of agriculture and the emergence of state societies; however, the impact of any climate event depends on local ecological settings and the scale and complexity of local social and cultural settings. Furthermore, domestication and agriculture were multi-stage, long-term transformations. (M Nuttall, Ambio 2012 Feb; 41(1): 96–105)
The findings indicated that environmental education had direct influencing to inspiration of public mind and environmental consumption behaviour for global warming alleviation with highly statistically significant at level of .01 with effect of 0.58 and 0.75.( European Journal of Social Sciences – Volume 25, Number 4 (2011)
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