A RESEARCH-ORIENTED APPROACH TO THE TEACHING OF ENVIRONMENTAL PSYCHOLOGY

Résumé

ln 1977 the Fall issue of this Journal dealt with the recently developed field of environmental psychology. The following paper aescribes an example of initiative that this development has sparked off in a local classroom. Rosenbloom, teaching in a Montreal college, gives an account of the way in which events in his own building led him to introduce into the work of his course elements of practical experience that finally become ifs chief feature. This feature both ensured that his students acquired an understanding of environmental factors that lectures had failed to establish, and also solved the problem (not unfamiliar to instructors at ail levels) of coping in the one course with two sets of students coming to it with quite different levels of theoretical preparation.