EURO-ECO 2009 Hanover 3 - 4 Dezember 2009	Environmental, Engineering - Economic and Legal Aspects for Sustainable Living
	European Academy of Natural Sciences, Hanover European Scientific Society, Hanover University of Bremen, Bremen

Home

Abstracts EURO-ECO 2009

Contact

Disclaimer

The study of the history of ecological problems and the ways of their practical solution shows that the new system of ecological education should be based on the principles which reflect the rich experience accumulated in the field and at the same time outline the main directions of its further development and perfection.

In our opinion, to the number of such principles it is possible to relate the following:

-The interdisciplinary approach to the development of ecological consciousness. It suggests, in particular, the incorporation of the knowledge of ecology in the syllabi of different courses of study: social subjects, the humanities, natural sciences (biology, chemistry, physics, geography and others). Specialized courses of study play a considerable role in the development of ecological literacy.

• Ecological education as a system, continuous in kind. The extraordinary complexity of the object to be cognized gives objective reasons for the use of the systematic approach. The necessity of continuity is to be determined by a rapid accumulation of knowledge, age-related changes of the personality and respective opportunities of forming ecological consciousness.
• The unity of intellectual, emotional, volitional and aesthetic components of ecological consciousness.
• The interrelation of global, national and regional aspects. Certain emphasis is possible depending on the essence and urgency of the problem with regard to local ecosystems, factors of technological pressure upon nature, etc. However, the increase of the global influence (globalization), no doubt, the essential role of the state in solving ecological problems, often the ethnic nature of these problems are of principle significance.

These principles are supplied with further details while defining a number of tasks in ecological education:

• The study of the categories and notions of natural sciences that enable the educated to perceive the essence of ecology-related problems, direct man’s actions in respect of nature according to the laws characteristic of the environment.
• The development of the axiological attitude of man to nature, which suggests the perception of its material and spiritual values for man and society.
• Forming the demand for contact with nature and developing susceptibility to its influence on the spiritual qualities of man, his outlook and inner feelings.
• The observation, in a conscious manner, of the ecology-related norms of behavior, excluding any harm or damage to nature.
• The mastery of practical skills in the field of ecology, i.e. the skills to take the right decision concerning the improvement of the environment and the skills to foresee eventual consequences of influence on it.
• The development of a responsible attitude to the solution of ecological problems.

The ultimate aim of the given principles and the tasks facing the ecological education is to form an eco-centric posture and pursue it in the man’s practical attitude towards nature.