EURO-ECO 2007 Hanover 4 - 5 December 2007	Environmental and Engineering Aspects for sustainable living
	European Academy of Natural Sciences, Hanover European Scientific Society, Hanover Russian Academy of Natural Sciences, Moscow

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G.S. Kamerilova

The determination of the ecological education by public demands appearing as the objective educational laws establishes the dependence of its target key points, functions, contents and the process of its mastering on a type of culture, a prevailing ideology and dominant social aims. The history of the ecological education is the sequential change in the priority educational senses and aspirations, which serve as the leading strategies at each stage of its development. In this connection the context of the ecological education analysis includes not only its educational theory and practice but also the total set of the principal civilization factors, which enable to represent its integral and specific phenomenal nature.

The beginning of the third millennium is marked by the switching of the humanity to the perception of a new form of relations between the society and nature, which has got its substantiation in the conception of the steady development (SD). The SD as the strategy of the socio-natural development oriented at the formation of the noospherical future changes fundamentally the ecological education system (N.M. Mamedov, A.D. Ursul).

The ecological education, which solves the advance problems of “the reflexion of the future into the present” (B.S. Gershunsky), is regarded as an effective regulating mechanism of the socio-natural harmony – that is the basis for the steady development.

The increasing significance of the ecological education comes into conflict with the non-elaboration of its urboecological trend. The specific life environment – the urbanized environment is formed on urbanized territories resulting from the powerful concentration of the human activities and social and economic functioning. Any ecological problems occurring here are of particular acuity and dramatic nature. In this connection the problem of the urban environment study becomes more actual with purpose to adjust to it and to optimize it.

We share the academician V.P. Kaznacheev’s opinion in the assessment of the role of the urbanization in the noospheregenesis. The urbanization process is the most important constituent of the noospheregenesis and SD. Cities and urbanized territories represent one of the most significant and necessary characteristics of the noosphere organization, most likely it is its principal functional and structural form.

The strategic priorities of the urboecological education are connected with the implementation of ideas relating to all of the following components of its didactic system:

1. the co-evolution and SD determining the value-target component of the didactic system of the urboecological education establish its new status and the main principles: ecohumanism, culturologic orientation, moral-ecological imperative, tolerance, advance character;
2. the idea of the system unity is the key point in the content of the urboecological education, which provides for the possibility of uniting the differentiation and integration tendencies; the fundamental (disciplinary) and problem types of the urboecological knowledge; special levels of the urboecological problems analysis.
3. the idea of the creative activity constructiveness is the major one in the structure of process component of the ecological education; it favours the attraction of students into diverse kinds of the cognition aimed at the search of ways for the environment optimisation.