dc.contributor | Gutvajn, Nikoleta | |
dc.contributor | Stanišić, Jelena | |
dc.contributor | Radović, Vera | |
dc.creator | Marušić Jablanović, Milica | |
dc.creator | Oikonomou, Andreas | |
dc.date.accessioned | 2021-11-01T11:14:45Z | |
dc.date.available | 2021-11-01T11:14:45Z | |
dc.date.issued | 2021 | |
dc.identifier.isbn | 978-86-7447-157-9 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/671 | |
dc.description.abstract | In the chapter Pro-environmental values and education authors Milica Marušić
Jablanović and Andreas Oikonomou indicate that the state of the environment
45 years after the acceptance of the Global Framework for Environmental
Education makes us wonder not only if societies, taken globally, have tried hard
enough to achieve the proposed educational objectives, but also what the reach
and influence of the education actually is. The theories of values and empirical
research of the correlation between values and behavior make a valuable source
of information because they offer insight into the kind of values that should be
developed through education. On the other hand, we learn as well what values
constitute barriers for such behaviour. The paper presents the good practices that
prove that the adoption of environmental values is possible through interesting
activities that introduce many alternative teaching and learning techniques, quite
far from the frontal teaching of the classical school. It is a necessary for all the
students to be properly introduced to environmental values and not just those
who participate in the usually limited number of volunteer groups operating in
schools. Even then, however, the school work will not have the expected results
if other factors do not support it. For example, if the family or wider community
are not imbued with similar values, constant conflict and obstacles for developing
pro-environmental values will occur. The authors propose a strategic choice of
an alternative, sustainable school, with a well-designed curriculum and a school
culture inspired by constant concern for the preservation of the environment,
with respect for all living beings, prudent use of natural resources, open to the
community, to the outdoor activities and experience-based learning. | sr |
dc.language.iso | en | sr |
dc.publisher | Belgrade : Institute for Educational Research | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Problems and perspectives of contemporary education | sr |
dc.subject | pro-environmental values | sr |
dc.subject | education | sr |
dc.subject | teaching and learning techniques | sr |
dc.subject | school | sr |
dc.title | Pro-environmental values and education | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 351 | |
dc.citation.spage | 334 | |
dc.description.other | Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 52 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2012/Pro-environmental_values_and_education_2021.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_671 | |
dc.type.version | publishedVersion | sr |