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1.
Determining the factors that influence young adults’ engagement in environmental action is critical to further developing their active and important participation in environmental issues. In this paper, we designed two studies to identify life experiences of Chinese college students that foster environmental action. In Study 1, we used an open-ended survey to ask 34 young environmentally active citizens about the life experiences influencing their current engagement in environmental protection. In Study 2, we developed a significant life experience scale based on the results of Study 1 and recruited junior and senior students from seven universities to participate in an online questionnaire. We analyzed 606 valid questionnaires to understand whether the significant life experiences identified in Study 1 can distinguish environmentally committed students from other students and to what extent the significant life experiences can predict environmental action. Our results suggest that environmental organizations, college education, natural experiences and life principles could be important factors influencing the formation of environmental action, while other life experiences may also contribute to this process.  相似文献   

2.
This article reports on a recent study into the experiences of Indigenous and allied environmental activists with teaching and learning during and as a result of Indigenous environmental movements. This inquiry is grounded in a theoretical framework informed by decolonization and cultural revitalization, social movement learning, and repressive tolerance. Interviews with 10 participants across Canada produced rich insights related to significant life experiences, the tensions encountered by activist educators, the complexity of inter-activist relationships, interaction with police agencies, the plurality of protest, and the revitalization and sharing of Indigenous traditions as the ultimate form of resistance.  相似文献   

3.
进行环境影响评价应本着以人为本的原则,而不是只看排放的污染物是否达标,忽视人的切身感受,特别是在建成区建设餐饮、娱乐等影响人们生活、学习、休息的项目需要更加重视,要注重公众参与,加大环保投入;合理规划,减少遗留问题;开展后评价,完善环保措施。  相似文献   

4.
Objective: Young people’s environmental views are typically conflicted, with little recognition of the links between environmental issues or between environmental responsibility and action. The purpose of this study was to clarify whether young people’s understanding of the environment is in conflict or whether they are forming interconnections between issues, responsibility and action that have not yet been identified. Methods: Data relating to environmental attitudes, responsibility, issues and action was collected from 305 high school students in south east Queensland. Regression analyses were used to identify variables that influenced the importance young people placed on environmental issues and actions. Results: Young people’s ideas about environmental responsibility influenced the level of importance they placed on global warming and resource consumption. Young people’s sense of hope and hopelessness were the main drivers of their endorsement of individualistic and political actions for the environment. Conclusions: The unifying factor that influenced young people’s ideas about the environment was a sense of hope. Thus, while young people may already be intuiting their own sense of environmental interconnectedness, it is essential that this is expanded so that young people recognise the links between environmental issues, and the logical pathways that lead from environmental responsibility to action.  相似文献   

5.
Education has been proposed as an important way to increase environmental concern. Beyond providing information, education could also encourage a stable sense of oneself as connected to the natural world, or environmental identity (EID), which is a predictor of environmental concern and behavior. This study explored the relative roles of environmental education at university and previous personal characteristics on the level of individual EID. Results from a questionnaire distributed to 919 French students in different academic curricula (ecology, other sciences and political sciences) showed significant difference in levels of EID for students in ecology compared to others, but also that EID was strongly influenced by personal experiences of nature and social context regarding conservation. These results suggest that academic curriculum is more a result than a cause for high environmental identity. We discuss the results in terms of education and access to nature for children and young people.  相似文献   

6.
采用调查等研究方法,对某大学的学前教育专业、小学教育专业等初等教育专业师范生进行有关环境保护意识的问卷。研究发现,高等师范教育对师范生环保的培养重视不够;师范生主要通过新闻、网络等传媒获取环保信息,信息渠道单一;师范生对全球变暖等环境恶化现象的认识停留在一般常识性了解层面;师范生有一定的环保行动意向,对简单易操作、低成本的行动有较高的积极性。  相似文献   

7.
A philosophy of action consists of a theory about how and why we do things and what motivates us to act. By juxtaposing the theory of environmental action implied by the works and life of John Muir with the philosophy of action suggested by Aldo Leopold's Land Ethic, we will illuminate the importance of a philosophy of action in determining one's approach to environmental decision making. This discussion is important for environmental education and the ethics these experiences inspire because both philosophies advocate very different visions of environmental action. In short, Muir demonstrates an ethic guided by the expected results of actions, an approach parallel to the responsible environmental behavior model (REB) of environmental education, whereas Leopold, demonstrates the role of intention and emotion in ethical decision making through the lens of community.  相似文献   

8.
This study focuses on the negotiation of environmental identity by 10 New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focused on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning, environmental literacy, values, action competence, and environmental identity. Thirteen major themes emerged, which are discussed in terms of two overarching findings. First, the deep-seated, composite and pivotal resonances between home and school influences in effective environmental education for sustainability (EEfS) learning are described, and suggestions are made for how this can be better taken into account. Secondly, a focus on the complex negotiation of the early teenage years suggests how promoting EEfS might occur more productively in secondary schools.  相似文献   

9.
Preparing students to achieve the lofty goal of functional scientific literacy entails addressing the normative and non‐normative facets of socioscientific issues (SSI) such as scientific processes, the nature of science (NOS) and diverse sociocultural perspectives. SSI instructional approaches have demonstrated some efficacy for promoting students' NOS views, compassion for others, and decision making. However, extant investigations appear to neglect fully engaging students through authentic SSI in several ways. These include: (i) providing SSI instruction through classroom approaches that are divorced from students' lived experiences; (ii) demonstrating a contextual misalignment between SSI and NOS (particularly evident in NOS assessments); and (iii) framing decision making and position taking analogously—with the latter being an unreliable indicator of how people truly act. The significance of the convergent parallel mixed‐methods investigation reported here is how it responds to these shortcomings through exploring how place‐based SSI instruction focused on the contentious environmental issue of wolf reintroduction in the Greater Yellowstone Area impacted sixty secondary students' NOS views, compassion toward those impacted by contentious environmental issues, and pro‐environmental intent. Moreover, this investigation explores how those perspectives associate with the students' pro‐environmental action of donating to a Yellowstone environmental organization. Results demonstrate that the students' NOS views became significantly more accurate and contextualized, with moderate to large effect, through the place‐based SSI instruction. Through that instruction, the students also exhibited significant gains in their compassion for nature and people impacted by contentious environmental issues and pro‐environmental intent. Further analyses showed that donating students developed and demonstrated significantly more robust and contextualized NOS views, compassion for people and nature impacted by contentious environmental issues, and pro‐environmental intent than their nondonating counterparts. Pedagogical implications include how place‐based learning in authentic settings could better prepare students to understand NOS, become socioculturally aware, and engage SSI across a variety of contexts.  相似文献   

10.
随着环保事业的发展和深化，环境保护与相关行业相互渗透，产生了环保边缘产业和环保边缘科学。本文以此为基础，分析了我国环保产业的现状和环保边缘产业的潜在商机，指出目前我国环保边缘产业的若干空白。  相似文献   

11.
In this article I respond to the special issue of Environmental Education Research (EER) by problematising significant life experiences research from the perspective of research and commentaries on intergenerational differences, environment‐related research with youth, and the silences in significant life experiences (SLE) research on gender, race and class. I argue that the youth of today are very different from older generations, so the achievement of the goals of environmental education through the extension of significant life experiences for older generations to the youth of today is a questionable activity. If our goal is the achievement of environmentally literate youth through environmental education, and, if we are going to use significant life experience research at all, then we need to be investigating the experiences which have been significant to youth at the end of the 20th century, not the experiences of those who were youths decades ago.  相似文献   

12.
生活在黄土高原上的周人形成了“天哲学”,十分重视绿色生命。在这种思路中,山川、河流、树木、森林等等都是“天物”,而不是人可随意毁除的对象。“关学”在继承保护自然环境的传统方面旗帜鲜明,首先提出“天人合一”哲学命题的就是张载。周公一张载“天人合一”哲学是关中重视生态环保传统的思想基础。对今日“关天经济区”建设而言,首先要继续发扬这种重视生态环保的传统。  相似文献   

13.
Pastoral care in education may take many forms but increasing emphasis on education for sustainable development (ESD) and concern about children’s disconnection from nature suggests that our understanding of care should perhaps encompass the more than human world. The study described in this article examines longer term perspectives on well-being and looks at the possible benefits of environmental action for happiness and positive functioning. Considering the role of memory in the reconstruction of a past experience of tree planting, we suggest that well-being is constantly being reframed within the flux of life course and education. From survey responses and subsequent discussion groups in secondary schools exploring such memories, a deeper understanding of what well-being and connectedness to nature mean to young people within this case study is achieved. We note interdependencies between personal and planetary well-being within respondents’ reflections and consider whether experiences of environmental action and its positioning as an act of altruism for the greater good might provide a source of positive feelings for young people not only at the time, but through subsequent recollection.  相似文献   

14.
Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro‐environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people’s experiences. The article argues that the cognitive and affective domains need to be explicitly integrated in a science education that informs environmental education, as a sense of relationship is essential for environmental care and responsibility leading to informed action. The features of such approaches to science education are discussed through analysis of the impact of modern and constructive postmodern science education models on environmental education, and possible strategies for making connections between cognitive and affective domains are proposed. The analysis incorporates the development of positive approaches to science and environmental issues through teacher modelling of biophilic behaviour, active learning through constructivist pedagogy, the politicisation of science education to address social and environmental issues, suitable experiences of natural environments and living organisms, and science curricula that emphasise conceptual integration to demonstrate complex environmental effects, including the environmental consequences of human behaviour.  相似文献   

15.
The environmental integrity of many urban protected areas in developing countries is at risk and the important mission to reach out to people living close to them provides a special opportunity to spread the conservation message. Guided visitation to urban national parks with the necessary and appropriate interpretation can contribute towards environmental education in general and can also be the point of departure in nurturing environmental stewardship. The research reported here focuses on the evaluation of a three-day nature-learning experience by schoolchildren to Table Mountain National Park. Data were collected through pre- and post-visit questionnaires and supplemented by informal discussions with learners and teachers. It was found that the environmental interpretive programme had a minimal impact on the learners’ environmental knowledge, it had a reasonable impact on the pro-environmental attitudes but the findings also indicated that the behavioural impacts were limited. Other important findings were related to behaviours of learners towards environmental issues in general and critical areas in simple pro-environmental behaviour that could be emphasised in future edutainment experiences to contribute more substantially towards moulding stewardship behaviour among young school children.  相似文献   

16.
The current study investigates determinants of young Australians’ pro-environmental intentions and actions. Two samples of young people took part in the research: 12 - 17-year-olds (N = 1529) currently in secondary schooling and 18 - 24-year-olds (N = 2192) in post-secondary schooling or workforce. All participants completed an online ‘Youth and the Environment Survey’ that assessed perceived responsibility of community and government to protect the environment, locus of control, environmental concern, self-reported environmental knowledge, pro-environmental intentions, pro-environmental behaviour and environmentally harmful behaviour. Attributing greater responsibility to the community was related to more positive environmental intentions and actions, whereas, attributing greater responsibility to the government for environmental protection was related to more negative environmental intentions and behaviour. In addition, young people with higher environmental concern and knowledge, and a more internal locus of control in relation to the environment, reported stronger pro-environmental intentions and behaviour, and less environmentally harmful behaviour.  相似文献   

17.
The aim of the present study was to investigate the factors that influence volunteers to become involved in environmental action. The research focused on volunteers undertaking action in summer camps organised by an environmental non-governmental organisation (NGO) in Greece. The results suggest that the environmental issues addressed in volunteer programmes and the standards of volunteer organisations constitute critical predictors of a volunteer’s personal commitment to participation in an organisation. Learning and contact with nature clearly emerged as the most important factors in volunteer motivation. Furthermore, although the participants considered their environmental knowledge was sufficient to stimulate their action, they also recognised the importance of continuing to deepen that knowledge. Most of the volunteers had participated previously in environmental education (EE), but only a few considered this experience to have influenced their intention to undertake action. Finally, volunteers seemed to believe in the power of citizenship and expressed a high internal locus of control. The findings of this study could enhance NGOs’ understanding of what motivates volunteers and help them improve the quality and effectiveness of their volunteer programmes. EE practitioners could also use these findings to provide people with the proper capabilities to become consciously involved in voluntary environmental action.  相似文献   

18.
Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools.  相似文献   

19.
Beginning with the study of significant life experiences initiated by Tanner, this article reviews a growing body of related research in the form of surveys, interviews, and questionnaires that explore people's accounts of the sources of their environmental interest, concern, and action. The questions, methods, and results of studies in this field are closely compared. In conclusion, the article notes that the experiences that people describe can be understood as exchanges between the ‘outer environment’ of the physical and social world and the ‘inner environment’ of people's own interests, aptitudes, and temperament, and that more attention needs to be paid to the influence of this ‘inner environment’ of individual differences.  相似文献   

20.
This article draws from a study investigating the life trajectories of 17 youth climate activists from 14 countries through semi-structured, life memory interviews using Internet-based methods. The interpretations of the interviews focus on the ways in which participants constructed the meanings and functions of experiences and how they represented the nature of the process of their committing to climate activism. Included in the interpretations are the nature of moments of consciously committing, the role of both concern for nature and for social justice, the dynamic and ceaseless process of committing, and the role of the youth climate movement. The discussion highlights the uniqueness of youth and of climate change in the process of committing. The research contributes to the limited but important literature on the life trajectories of youth climate activists.  相似文献   

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