scholarly journals Formation of environmental literacy in an educational organization

2021 ◽  
Vol 937 (4) ◽  
pp. 042006
Author(s):  
S Sarbassova ◽  
S Abdugalina ◽  
R Burganova ◽  
K Shaikheslyamova ◽  
B Abdrasheva ◽  
...  

Abstract Educating ecological literacy and a conscious attitude to the world around us is a long and purposeful process, which is based on the didactic principles of pedagogy and the laws of nature. The problem of the formation of an ecologically cultured and competent personality is now becoming one of the central and significant ones. Environmental literacy consists of such components as environmental knowledge, assessment of the surrounding reality, foreseeing the consequences of human activity in nature, studying all methods of competent nature management and striving for environmental protection. Thus, environmental literacy is a product of environmental education and upbringing. The direct formation of environmental literacy occurs in the process of the purposeful influence of the teacher. An ecologically developing environment in an educational organization should contribute to the development of the student’s cognitive activity, broadening his horizons, ecological and aesthetic development, and the formation of a holistic picture of the world.

Author(s):  
Kolarkar Rajesh Shivajirao ◽  
Kolarkar Rajashree Rajesh

The perfect balance of Mind and body is considered as complete health in Pāli literature as well as in Ayurveda. Pāli literature and Ayurveda have their own identity as most ancient and traditional system of medicine in India.The universal teachings of the Buddha are the most precious legacy ancient India gave to the world. The teachings are a practical code of conduct, a way of purity and of gracious living. There is a scientific study of the truth pertaining to mind and matter, and the ultimate truth beyond. In fact, the Buddha should be more appropriately known as a super-scientist who studied the entire laws of nature governing the Universe, by direct personal experience. The Buddha's rational teachings are clearly explained in the Eight-fold Noble Path, divided in three divisions of Sīla (morality), Samādhi (mastery over the mind), Paññā i.e. ‘Pragya' (purification of the mind, by developing insight). In Ayurveda Psychotherapy can be done by Satvavajaya Chikitsa and good conduct. Aim is to augment the Satva Guna in order to correct the imbalance in state of Rajas (Passion) and Tamas (Inertia). Sattvavajaya as psychotherapy, is the mental restraint, or a "mind control" as referred by Caraka, as well as Vagbhata is achieved Dnyan (education), Vidnyan (training in developing skill), Dhairya (development of coping mechanism), Smruti (memory enhancement), Samadhi (concentration of mind). According to WHO, Mental disorders are the common problem. The burden of mental disorders continues to grow with significant impacts on health and major social, human rights and economic consequences in all countries of the world.


Author(s):  
Jasmeet Bedi

We are living in the world of 21st century which is known as the world of ‘Mental Stress’ in these circumstances, knowledge amplifies day by day. There is a knowledge explosion in the world, hence each and every person tries to get this knowledge by new andmost recent mediasand they also use it. In this direction there is a qualitative growing up in the person for in receipt of knowledge and its use by appreciative. In the same way, we notice the qualitative addition in the educational organization, teachers and students, which are going to get knowledge. In these circumstances teachers and students feel a perplexity. Learner or student of today is not only physically unhealthy but also mentally or emotionally. So it becomes duty or responsibility of a teacher to incorporate such practices in his classroom so that stress, tension, anxiety, frustration etc. of their students reduces which ultimately affect upon their academic as well as socio-psychological performance. The present paper throws light on benefits of yoga into classroom, studies conducted on the same, challenges before a teacher.


Author(s):  
Tom L. Green

Purpose – The purpose of this article is to explore sustainability commitments’ potential implications for the curriculum of introductory economics courses. Universities have signed the Talloires Declaration, committing themselves to promoting students’ environmental literacy and ecological citizenship, thereby creating pressure to integrate sustainability across the curriculum. Design/methodology/approach – A case study approach involving qualitative research methods and the three largest public universities in British Columbia, Canada, was used. As one component of a larger study, 11 of the 19 economists who delivered the course over the study period were interviewed. The theoretical framework was informed by ecological economics scholarship on how mainstream economic thought represents environment-economy linkages. Findings – Findings suggest that universities’ sustainability commitments have not influenced principles of economics curriculum. Sustainability is not salient to lecturers; prospects that mainstream economics departments will integrate sustainability into curriculum in a timely manner without external pressure appear limited. Practical implications – While institutions often enthusiastically report on courses that contribute to students’ ecological literacy, identifying curriculum that may confound student understanding of sustainability receives less emphasis. Introductory economics courses appear to merit scrutiny from this perspective. Originality/value – About 40 per cent of North American university students take an introductory economics course, relatively few take more advanced economics courses. This course, thus, teaches many students economic theory and the economics profession’s approach to evaluating public policy, and has potential to contribute to knowledge of sustainability. Few studies examine how undergraduate economics curriculum addresses sustainability.


2021 ◽  
Vol 10 (2) ◽  
pp. 292-302
Author(s):  
S. D. Suryani ◽  
M. Amin ◽  
F. Rohman

This study intends to analyze the influence of the research-based monograph book as a learning resource to improve pre-service teachers’ knowledge, attitudes, and behavior towards the environment. This study is a quasi-experimental study using the Nonequivalent Control Group design. The research sample is 67 pre-service biology teachers using Cluster Sampling. Data were collected using environmental literacy instruments and analyzed descriptively and using the ANCOVA test. The results of the ANCOVA test showed that there was a significant effect on the use of the monograph book on environmental literacy. Knowledge domain obtained 0.047, attitude domain 0.186, and behavioral field 0.986 This research concludes that using the monograph book in learning affects aspects of ecological and environmental knowledge. Nevertheless, it has not had a significant effect on parts of attitude and behavior.


2019 ◽  
Vol 3 (I) ◽  
pp. 4-15
Author(s):  
Надія ГОЛІВЕР

The article is devoted to the problem of formation of creative abilities and cognitive interests of students. The main directions of development of the creative person according to the social needs of the present are considered. It is noted that creative activity becomes a form of knowledge of the material-objective world; identifies personality possibilities, new ways of one’s personal development. Therefore, the problem of developing the creative abilities of students in the course of educational and cognitive activity is of an exceptional relevance. The author believes that influencing the organization of creative activity is possible only under certain conditions, in particular: to conduct classes in an atmosphere of mutual understanding and co-creation, perceiving each student as a person; to give preference to the dialogical form of conducting classes, when students have an opportunity: to think independently, to make suggestions, to defend their own point of view, presenting their own arguments; it is advisable to create situations of choice at classes and to enable students to carry it out. The author notes that the observance of certain organizational and methodological conditions can significantly contribute to the development of creative potential of students, namely: the creative vision of the world through the systematic organization of work with students; development of creative values through the proper level of teacher's teaching skills; deepening the perception of the world picture through the integration of various types of students’ creativity, works of art and their figurative reproduction in their own creative activity; individual peculiarities of perception and emotional attitude through the use of the educational potential of the family, organization of creative activity. When performing creative tasks the individual characteristics of students to select the material of the appropriate level of complexity must be taken into account. The article examines the examples of students' creativity during the European Cultures Festival, debates and clubs on the basis of the Kryvyi Rih National University.


Author(s):  
Valeria Vittoria Aurora Bosna

ABSTRACTIn 1907, the Scout Movement was founded in England by Sir Robert Baden Powell. Since 1909, he has collaborated with her sister Agnes and then with his wife Olave to develop also the Girls Scouting. This youth movement developed rapidly, becoming the most widespread worldwide educational organization for young people. In the international scenario, the World Organization of the Scout Movement and the World Association of Girl Guides and Girl Scouts are committed to ensuring that national member associations around the world develop an education for girls and boys based on Scout values. WAGGGS is the official umbrella organization for all national Girl Guide and Girl Scout organizations in the world. Using tools of the Scout Method, Female Scouting works towards empowerment and emancipation of young women, helping to develop in girls and young women the ability to become aware of themselves as women with their own possibilities and personal potential and be active citizens in the SocietyRESUMENEn el 1907 fue fundado en Inglaterra el Movimiento Scout por Sir Robert Baden Powell, con la colaboración ya desde 1909, con respecto a la rama femenina, de su hermana Agnes y después de su mujer Olave. El movimiento juvenil se desarrolló rápidamente, llegando a ser la Organización educativa para jóvenes más difundida en el mundo. A nivel interna-cional la Organización Mundial del Movimiento Scout y la Asociación Mundial de la Guías Scout están implicadas para asegurar que en todo el mundo las asociaciones nacionales miembros cumplen con una educación para chicas y chicos fundada sobre los valores scout. La AMGS es la que coordina todas las asociaciones nacionales femeninas scout. El Escul-tismo femenino trabaja hacia el empoderamiento y la emancipación de las jóvenes mujeres por las herramientas del Método scout, contribuyendo a desarrollar en niñas, chicas y mujeres jóvenes la capacidad de tomar conciencia de sí mismas como mujeres con sus propias posibilidades y potencialidades personales y de ser ciudadanas activas en la sociedad.


2020 ◽  
Vol 16 (3) ◽  
pp. 49-64
Author(s):  
D. V. Mukhetdinov

In the present article we are going look at the interpretation of the theology of Muhammad Abduh (1849–1905) undertaken by the Indonesian scholar Harun Nasution (1919–1998). Nasution compares Abduh’s position to neo- Mutazilism, relying on the treatise “Risālah al- Tawḥid”. Nasution carries out a step-by-step interpretation of the most popular “exoteric” work of the Egyptian thinker, proving the rationalist character of his theological system. From the point of view of Nasution, the division of the human race into the elect and commoners characteristic of Abduh is intended to confi rm the special ontological status of people endowed with high culture and advanced intellectual abilities. The elect are able to comprehend the entire area of intelligible being, which includes both God with his attributes and the created world. From this follows the limited, confi rmatory character of Revelation. It does not so much reveal to people a hitherto unfamiliar truth as confi rms (legitimizes) the knowledge already available to the Elect. Nasution believes that Abduh’s views on human freedom and divine justice are in confl ict with Asharism. Man is the source of his own actions, he is given the freedom to independently determine his own destiny. Allah Almighty rules the world through the eternal laws of nature, sunan, and prefers not to interfere in the aff airs of people directly, although he is interested in their welfare. The article concludes with critical remarks challenging the interpretive model proposed by Nasution and other neoMutazilite scholars of Abduh.


Author(s):  
Elena Ramona Cenușe

In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational target” aims to: -focus on the final learnig acquisitions; accenuate the action-related dimension of the pupil’s personality; clearly define the school offer according to the pupil’s interests and skills, and to social expectations. Thus it is possible for the modern education to assume an increasing autonomy for the one who learns, so that the differences between the world of education/school/ the didactic process and the real (social, professional) world may palpably decrease.


Dialogue ◽  
1990 ◽  
Vol 29 (2) ◽  
pp. 205-218 ◽  
Author(s):  
John Bigelow

Recently, Brian Ellis came up with a neat and novel idea about laws of nature, which at first I misunderstood. Then I participated, with Brian Ellis and Caroline Lierse, in writing a joint paper, “The World as One of a Kind: Natural Necessity and Laws of Nature” (Ellis, Bigelow and Lierse, forthcoming). In this paper, the Ellis idea was formulated in a different way from that in which I had originally interpreted it. Little weight was placed on possible worlds or individual essences. Much weight rested on natural kinds. I thought Ellis to be suggesting that laws of nature attribute essential properties to one grand individual, The World. In fact, Ellis is hostile towards individual essences for any individuals at all, including The World. He is comfortable only with essential properties of kinds, rather than individuals. The Ellis conjecture was that laws of nature attribute essential properties to the natural kind of which the actual world is one (and presumably the only) member.


Author(s):  
Amos Funkenstein

This chapter explores how eternal truths are created in a radical sense of the word; even mathematical theorems are contingent upon God’s will. What the most radical defenders of divine omnipotence in the Middle Ages hardly ever asserted, Descartes did without hesitation: that God could invalidate the most basic mathematical operations. Meanwhile, Spinoza argued that divine omnipotence and necessity of nature are one and the same, since all that is really possible in the world is also as necessary as any mathematical truth. The chapter shows how medieval theology introduced the distinction between the two aspects of God’s power so as to enlarge as far as possible the horizon of that which is possible to God without violating reason.


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