scholarly journals HISTORICAL ASPECTS OF ECOLOGICAL EDUCATION AND CULTURE DEVELOPMENT

2020 ◽  
Vol 97 (4) ◽  
pp. 268-276
Author(s):  
Л. А. Чистякова ◽  
Є. В. Доможирський
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Human Life ◽  
Laws Of Nature ◽  
Practical Implementation ◽  
Ecological Education ◽  
Responsible Attitude ◽  
Nature Awareness ◽  
Ecological Culture ◽  
Culture Development

The main stages of development of ecological education in Ukraine are considered in the article. It is noted that the formation of a responsible attitude to the environment in humans should be a priority for continuing education of all higher education institutions that train professionals in various specialties, not just environmentalists. Ecological consciousness and culture must develop in a person from an early age and at last become a part of the general culture. Determinants in the modern conditions of human life are the values and level of culture, which form new forms of thinking and behavior aimed at preserving the environment and sustainable development. The social development of society and its economic growth should occur with an awareness of the value of the environment, its protection and preservation, with increasing levels of socio-cultural sphere. It is necessary to form the need for people to live in accordance with the laws of nature, awareness of certain requirements and prohibitions provided by these laws. All it will be possible, when a new type of ecological culture is formed. Modern environmental education has been formed over a long period of time and has gone through several stages: natural-historical, naturalistic, and nature-transforming. Today, society is focused on sustainable development, where the environmental education is crucial, has several concepts and develops in accordance with the goals, objectives and models of practical implementation. In practical world, there are different approaches to the implementation of environmental education, the main of which is the greening of existing subjects, in accordance with the specifics of their content and the introduction into the curriculum of a special subject of environmental content. Such approaches are still interconnected and complementary. The implementation of the tasks of environmental education, which is focused on universal values, ideas of humanism, harmonization of human relations with nature, improvement of the inner world of man by himself, requires the training of specialists in pedagogical educational institutions. Therefore, the improvement and development of the ecological culture of the future pedagogical worker is an urgent problem of research of modern scientists.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

System of continuous environmental education and enlightenment as a condition for ensuring sustainable development

2021 ◽  
Author(s):  
M. Dubrovska
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Local Governments ◽  
Modern Society ◽  
Main Body ◽  
Ecological Education ◽  
Public Authorities ◽  
Practical Action ◽  
Ecological Culture ◽  
New Education

Problem setting. Environmental education and enlightenment in a rapidly changing world should become the goal and essence of new education, a tool to reduce tensions not only between society and the environment but also between peoples, an instrument of peace and mutual understanding. This is the sphere of international cooperation, where the unity of interests of the world community in the self-preservation of world civilization is most noticeable.Recent research and publications analysis. The objective, tasks, principles and philosophical understanding of the importance of environmental education, its essential and substantive characteristics are covered in the works of N. Anatska, G. Biliavskyi, V. Tanska, M. Drobnokhod, M. Moiseev, and others. V. Chervonetskyi, A. Bereka, A. Shumilova, A. Shevel, V. Krysachenko and M. Khylko studied ecological education as one of the directions of the formation of ecological culture. Conceptual principles of increasing the level of environmental education in protected areas are substantiated in the work of O. Mudrak. Peculiarities of activity of regional public eco-organizations in the realization of informal ecological education of youth were studied by O. Dukh, O. Halahan and I. Mykhaliuk.Highlighting previously unsettled parts of the general problem. The choice of our study is due to the contradiction in the need of modern society to take practical action to improve the quality of the environment, the development of an ecologically literate population capable of an ecologically centric approach in relation to nature, and the lack of a systematic approach to this process. A comprehensive approach to the organization of training of all subjects of environmental education will ensure that the population receives the greatest amount of necessary environmental knowledge and skills, regardless of age and professional differences.Paper main body. There has been carried out the analysis of the essence of such concepts as “environmental education” and “environmental enlightenment”. The principles, goals, objectives and structure of environmental education are substantiated. The necessity for systematic organization of continuous environmental education and enlightenment for sustainable development is proved. The role of environmental education and environmental enlightenment in the system of public administration is determined. Elements of the system of environmental education are given, which also include environmental enlightenment and self-education.Conclusions of the research and prospects for further studies. The domestic system of environmental education is fragmentary, unsystematized, does not have proper management of educational processes that would meet modern challenges. Traditional educational paradigms require a significant revision and introduction of innovative and most effective methods, techniques, forms, technologies for the formation of environmental education and improving the environmental culture of the population.Non-formal environmental education and enlightenment should become one of the priorities and strategic directions of the state environmental policy at both the national and regional levels, and receive appropriate financial support.The urgency of the topic does not cover all aspects of the problem of the continuous environmental education and enlightenment, as they require further development of cooperation between public authorities and local governments with numerous educational and public organizations that can provide environmental education services to the population.

Methodological Approaches to the Continuity of an Environmental Culture Forming as a Platform of Sustainable Development Culture

2020 ◽  
Vol 15 (4) ◽  
pp. 6-15
Author(s):  
Dzyatkovskaya Elena N. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
General Education ◽  
Educational Process ◽  
Comparative Characteristic ◽  
Ecological Education ◽  
Criteria And Indicators ◽  
Methodological Approaches ◽  
Ecological Culture

The article describes the changes taking place in culture and education of the 21st century in connection with the civilization search for ways of sustainable development. The role of environmental culture as a platform for the formation of a sustainable development culture is considered. The problem of developing methodological approaches to ensuring the continuity of the formation in general education of the foundations of a culture of sustainable development based on ecological culture is actualized. The conclusion is made about the new mission of environmental education as education for sustainable development, which forms the prerequisites for the development of the foundations of sustainable development culture. A comparative characteristic of environmental culture in its classical understanding as a result of natural-scientific ecological education of schoolchildren, and ecological culture for sustainable development, as the integration of cultural results of all general education, is given. The essence of culturological, cultural-creative, value-worldview, integrative, semiotic-hermeneutic and institutional approaches to ensuring the continuity of the formation of ecological culture and culture of sustainable development is revealed. The development degree of these approaches and the pedagogical means of their implementation in the general educational process are analyzed. It is concluded that the application of the identified methodological approaches requires a rethinking of the theory of constructing the environmental education content, its sources, criteria and indicators of its results, primarily personal

Sustaining Development of Environmental Education in National Political and Curriculum Priorities

1992 ◽  
Vol 8 ◽  
pp. 115-131 ◽  
Author(s):  
Annette Greenall Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Human Life ◽  
Historical Context ◽  
Policy Formulation ◽  
Conservation Strategy ◽  
Resource Base ◽  
Advantages And Disadvantages ◽  
World Conservation ◽  
Environmental Education Policy

The purpose of this paper is to explore the relationship between national economic and political priorities and environmental education policy formulation and curriculum strategies. This relationship will be placed in the historical context of developments in environmental education in Australia from 1970 until the present and will be analysed in terms of the ideological and pedagogical stances implicit, and explicit, in the developments during this period. I will argue that the emphasis throughout the period has been to sustain the development of environmental education without any questioning of why, what and how this development should occur.‘Sustainable development’ has become a slogan for governments, industry and conservation groups in recent times. It was the subtitle for the World Conservation Strategy (IUCN 1980) and the National Conservation Strategy for Australia (DHAE 1984) - living resource conservation for sustainable development - and was popularised in the report of the World Commission on Environment and Development, more commonly known as the Brundtland Report or Our Common Future (WCED 1987). The definition of sustainable development given in the World Conservation Strategy (IUCN 1980: section 1.3) and repeated in the National Conservation Strategy for Australia (DHAE 1984: 12) is as follows:Development is…the modification of the biosphere and the application of human, financial, living and non-living resources to satisfy human needs and improve the quality of human life. For development to be sustainable it must take account of social and ecological factors, as well as economic ones; of the living and nonliving resource base; and of the long term as well as the short term advantages and disadvantages of alternative actions.

scholarly journals To the Question of the Relevance of Updating School Environmental Education

2021 ◽  
Vol 16 (2) ◽  
pp. 112-120
Author(s):  
Sabrekova Maria S. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
General Education ◽  
Primary School ◽  
Point Of View ◽  
Education Development ◽  
School Subjects ◽  
The World ◽  
The Subject ◽  
Ecological Culture

The article is devoted to the analysis of the scientific and philosophical thought development, which served as a challenge to the renewal of the content of environmental education at the beginning of the XXI century. The analysis of the stages of domestic environmental education development, its content from the point of view of reflection in it of relations between society and nature is carried out. A new stage in the environmental education development in the 21st century is associated with the spread of ideas of sustainable development, which determine the transformation of all spheres of human culture. The article provides examples of tasks that currently exist in the educational literature for one of the primary school subjects, and a variant of their change from the standpoint of environmental education in the interests of sustainable development is proposed. The modern literature on the methodology of teaching the subject “The World Around” in primary school is considered from the point of view of the representation of the content of environmental education in it. The author comes to the conclusion about the insufficiency of the natural science orientation of environmental education for the formation of students’ ideas about the environmental imperative – a key category for understanding the conditions for harmonizing nature, society and the world of things. Based on the analysis performed, a conclusion was made about the relevance of updating the content of school environmental education. It is substantiated that this will contribute to the achievement of its planned result – the formation of a modern ecological culture among students. Keywords: general education, environmental education, educational content, environmental imperative, environmental culture

THE V.I. VERNADSKY FOUNDATION: EDUCATING, DEVELOPING, ACTING

2021 ◽  
Vol 43 (4) ◽  
pp. 495-503
Author(s):  
Olga Pliamina
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Educational Practices ◽  
The Sustainable Development ◽  
Previous Decade ◽  
Development Goals ◽  
Main Factors ◽  
Ecological Culture

The article discusses the best educational practices of the V.I. Vernadsky Non-governmental Ecological Foundation (the V.I. Vernadsky Foundation), based on Vernadsky’s doctrine of the noosphere. The V.I. Vernadsky Foundation has been working on the environmental education of Russian citizens for more than a quarter of a century. Since the previous decade, the issue of the Sustainable Development Goals adopted by the United Nations (the SDGs) has been an integral part of most of the V.I. Vernadsky Foundation’s programs and projects. The article presents possible ways of creating incentives for contributing to the development of ecological culture across the population of our country. The necessity of greening the consciousness of the population has been proven, which implies an unconditional understanding of the need to introduce environmental ideas into all spheres of life. The main factors of the adolescents’ interest in ecology and the major directions of attracting a youth audience to environmental activities and building an eco-oriented lifestyle model have been determined.

scholarly journals Theory and practice of environmental education at the end of XX century: problems of development

2010 ◽  
pp. 243-254
Author(s):  
G. Nedurmagomedov
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Key Words ◽  
Theory And Practice ◽  
Ecological Education

The article discusses the contribution of the Soviet and Russian scientists in the 60-ies and 90-ies of ХХ century into the development of the theory of environmental education. It characterizes ideas, opinions and main concepts in the system of pupils’ environmental education presented in the works of leading specialists on environmental education. Key words: environmental education, ecological education, environmental culture, sustainable development.

scholarly journals Design of a system of continuous ecological education as a base of transition to a model of sustainable development

2017 ◽  
pp. 74-79
Author(s):  
V. N. Ekzaryan ◽  
A. V. Mazaev
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Future Generations ◽  
Ecological Education ◽  
Different Levels

The problems and approaches to the designing of a system of a continuous ecological education are discussed. A model of an environmental education at different levels: preschool, school, higher education and professional retraining is proposed. The aims, tasks, approaches to the organization of higher environmental education are shown on the example of MGRI-RSGPU. The principles of an environmental education with sustainable development of future generations and the whole biosphere are proposed.

scholarly journals Preparation of Teachers for Ecological Education of Preschoolers Taking Into Account the Natural and Sociocultural Environment of the Kindergarten

2021 ◽  
Vol 16 (4) ◽  
pp. 122-131
Author(s):  
Lavrentyeva Nina G. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Professional Training ◽  
Theory And Practice ◽  
Ecological Education ◽  
Sociocultural Environment ◽  
Ecological Responsibility ◽  
Social Ecological ◽  
The Future

A teacher is a key figure in ecological education of preschoolers for their safe and happy future life. Intensiveness of preschooler’s development, dependence of his life from grown-ups, direction of development to future life requires to raise social ecological responsibility of teachers before the future generation. The purpose of the article is to show the specific character of teachers’ training as the organizational and pedagogical condition of ecological education of preschoolers in the conditions of natural and sociocultural environment of a kindergarten. Analysis of theoretical sources and teaching practice allows you to identify the most valuable content lines and technological mechanisms of professional training of preschool students and practicing teachers for environmental education of children. The research methods are the analysis of the theory and practice of environmental education of preschoolers, professional training of teachers, generalization, and correlation of the analysis results with the goals of sustainable development, comparison, systematization, questioning of teachers of preschool educational organizations. Achieving the goals of sustainable development of society makes it necessary to focus the content and technologies of organizing environmental education for children on the knowledge of the consistency of the structure and functioning of the natural and sociocultural world, the allocation of ecosystems of different levels in it. In this case, the semantic needs of the future will be reflected in the pedagogical design of the present. Determination of the system-forming role of environmental education will optimize professional training and comprehend the unity of natural science and humanitarian knowledge. Strengthening the personal orientation of education by taking into account the level of training, individual interests, preferred styles of information processing, increases cognitive activity and creative self-realization of each student. The use of project activities and interactive forms and methods of designing environmental education for children create conditions for improving the professional qualities of teachers, increase the value of training. Thus, the directed specificity of the content of vocational education of kindergarten teachers from the perspective of the future increases their social and environmental responsibility to future generations and the effectiveness of the results of environmental education of preschoolers in the process of professional implementation. Keywords: professional training, ecological education of preschoolers, natural and sociocultural environment, system-forming role of ecological education, social ecological responsibility

Ecological Education As a Factor of Sustainable Economic Development

2018 ◽  
Vol 5 (6) ◽  
pp. 4-9
Author(s):  
Ольга Николайчук ◽  
Olga Nikolaychuk
Keyword(s):  
Environmental Education ◽  
New Economy ◽  
Special Role ◽  
Ecological Education ◽  
Ecological Situation ◽  
Ecological Culture ◽  
The University ◽  
State Of The Environment ◽  
Educational Aspect

The year 2017 is called the year of ecology, because the state of the environment is constantly deteriorating and requires a serious attitude towards itself. The lack of proper environmental education entails misunderstanding and the inability to adequately assess the catastrophic ecological situation that has developed. The article analyzes the components of the university environmental education in Russia: a scientific one, including the theory and methodology of the issue of environmental protection; normative, studying moral, legal and aesthetic issues; value, considering ideals, ideas, goals and defining nature, as a primary value. The problem of environmental education for economists, financiers, managers in the conditions of the “new economy” has been studied. Conclusions are drawn about the need for comprehensive environmental education, which includes economic, social and educational aspects for improving the ecological culture of the society, with a special role of the educational aspect of environmental education.

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