Ecology has become one of the leading aspects of science since the end of the last century. The sphere of real human life can be called ecological culture. The concept of environmental culture includes two components: ecology and culture.
In the pedagogical dictionary of S. U. Goncharenko, culture is understood as a set of practical, material and spiritual acquisitions of society, which reflect the historically achieved level of development of society and man, and are embodied in the results of productive activity. A person’s culture is a level of knowledge that allows him to live in harmony with the world around him. Nowadays we meet many different cultures: spiritual, physical, moral, etc.
From the first minutes of his life, man is inextricably linked with nature. Over time, people accumulate environmental knowledge. Nature has been studied at all times, but its importance as a science began to be understood only recently.
The pedagogical dictionary of S. U. Goncharenko gives the following definition of the term “ecology”. Ecology (from the Greek eikos - house + logy) is a branch of biology that studies the patterns of relationships of organisms with each other and with the environment.
Pollution of land, air and water can lead to environmental disaster, which poses a threat to people's lives. One of the directions for overcoming environmental pollution is environmental education of people, including schoolchildren. A. I. Kuzminsky A. V. Omelyanenko consider environmental education as a systematic pedagogical activity aimed at developing environmental culture in students. Environmental education involves equipping a person with knowledge in the field of ecology and developing in him moral responsibility for preserving the natural environment. The system of environmental education cannot be any episode in a person’s life. After all, it is an integral part of human culture. Therefore, throughout the life of an individual there must be a process of formation and improvement of the culture of human life in the natural environment.
Environmental education of schoolchildren modern stage requires the psychological inclusion of the individual in the natural world with the further construction of a system of personal attitude towards nature.
The goal of environmental education is to form in schoolchildren systems of scientific knowledge, views, and beliefs that ensure the development of an appropriate attitude towards the environment in all types of their activities, that is, the education of an individual’s environmental culture.
L.V. Kondrashova points out that environmental culture is a set of environmental knowledge, a positive attitude towards this knowledge and real activities for the protection environment.
L.V. Avdusenko notes that most often the concept of “ecological culture” is used to characterize the level of a person’s attitude towards nature (we are talking about the development of environmental consciousness, which is a regulator of all activities and behavior of people). A person who masters ecological culture is aware of the general patterns of development of nature and society, understands that nature is the fundamental basis of the formation and existence of man. She treats nature as a mother: she considers it her home, which needs to be protected and taken care of; Subjects all its activities to the requirements of rational environmental management, takes care of improving the environment, and prevents its pollution and destruction. One of the main indicators of an individual’s ecological culture is a real contribution to overcoming negative influences on nature .
To form an ecological culture, the following tasks must be achieved: assimilation of scientific knowledge about nature, activation practical activities schoolchildren on environmental protection, developing students’ needs to communicate with nature.
In turn, I. D. Zverev identifies the following tasks:
1. Mastery of leading ideas, concepts and scientific facts, on the basis of which the optimal influence of man on nature is determined;
2. Understanding the value of nature as a source of material and spiritual forces of society;
3. Mastery of knowledge, practical skills and habits of rational environmental management, development of the ability to assess the state of the environment, take right decisions to improve it, provide for the possible consequences of their actions and prevent negative impacts on nature in all types of social and labor activities;
4. Consciously adhere to the norms of behavior in nature, which excludes harm to it, pollution or disruption of the natural environment;
5. Development of the need to communicate with nature, strive to understand the environment;
6. Intensification of activities to improve the natural environment, intolerant attitude towards people who harm nature, promotion of environmental ideas.
The formation of an individual’s ecological culture should begin as early as possible. The best period for this work is during school.
The effectiveness of environmental education, and therefore the formation of an environmental culture, is largely determined by a set of conditions, among which are the following: taking into account age and psychological characteristics perception and knowledge of nature by schoolchildren; strengthening interdisciplinary connections; implementation of the local history approach; close connection with life and work; formation of knowledge about the relationship between natural components.
An indicator of the environmental culture of schoolchildren is behavior in nature, civic responsibility for the rational use of natural resources and environmental protection.
Taking into account the above, we can say that ecological culture is the level of people’s perception of nature, the world around them and an assessment of their position in the universe, a person’s attitude towards the world. The formation of an ecological culture is the development of ecological consciousness, ecological sensitivity to nature during everyday communication with it in the pedagogical process.
N. A. Benevolskaya in her article points out that environmental culture is characterized by diverse, deep knowledge about the environment, the presence of ideological and value guidelines in relation to nature, ecological styles of thinking and a responsible attitude towards nature and one’s health, the acquisition of skills and experience in solving environmental problems directly in environmental activities, providing for possible negative consequences of non-recycling human activities.
The content of environmental culture is very broad. It includes a large number of aspects. Namely, environmental culture includes: the culture of cognitive activity of students to assimilate the experience of mankind in relation to nature as a source of material values; culture of environmental work, which is formed in the process of work; a culture of spiritual communication with nature, the development of aesthetic emotions. The development of ecological culture is the development of ecological consciousness, ecological sensitivity to nature during everyday communication with it in the pedagogical process. And this needs to be done from early childhood.
I. I. Vashchenko wrote: “Children who cannot walk need to be taken out into the fresh air more often, so that they can see their native sky, trees, flowers, and various animals. All this will remain in the child’s soul, illuminated by a feeling of joy, and will lay the foundation for love for native nature.”
The problem of environmental education has been considered by many scientists and great teachers. Ya. A. Komensky said that the natural in man has a self-propelling force, and education is an active development of the world. J.-J. Rousseau defined the ideas of “natural development”, which provide a combination of three factors of education: nature, people, society. I. G. Pestalozzi stated that the goal of education is the harmonious development of all human strengths and abilities. In direct connection with nature, L. N. Tolstoy solved the problems of natural education. G. Spencer attached great importance to natural history education and upbringing; he considered natural history education and upbringing to be the most useful for the needs of every person. K. D. Ushinsky owns the idea of nationality in education, in the relationship of a person with his native nature.
I. V. Bazulina notes that in our time the idea of conformity to nature is widely used in the environmental development of children, which includes the following provisions: following the nature of children, taking into account their age and individual characteristics, using the natural environment for the development of children, as well as the formation They have an ecological culture.
M. M. Fitsula notes in a textbook on pedagogy that the goal of forming an ecological culture in the educational process is to use environmental-psychological terminology, group and role-playing games, “brainstorming” that are aimed at updating personal involvement, the emotional sphere, the formation of motives of environmental content, which ensures the systematization of students’ ideological attitudes.
Thus, environmental culture is the result of a purposeful and highly organized process of environmental education. This process is aimed at forming in schoolchildren a system of scientific knowledge, views, and beliefs that ensure the development of an appropriate attitude towards the environment in all types of their activities. The development of ecological culture involves the development of ecological consciousness, ecological sensitivity to nature during everyday communication with it in the pedagogical process.
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Ministry of General and Vocational Education
Sverdlovsk region
GBOU SPO SO "UKSAP"
Essay
On the ecological principles of environmental management
On the topic of:" Ecological culture of man"
Completed by a 4th year student
ZS-41 groups
Kunshchikov Sergey
Introduction
1. The concept of environmental culture
2. Disturbance of ecological balance
3. Environmental problems
4. Environmental safety
5. Ways to solve environmental problems
6. New horizons for environmental education
Bibliography
Introduction
Ecological culture is part of the general human culture, a system of social relations, public and individual moral and ethical norms, views, attitudes and values concerning the relationship between man and nature; harmonious coexistence of human society and the natural environment; a holistic adaptive mechanism of man and nature, realized through the attitude of human society to the natural environment and to environmental problems in general. From the point of view of the scientific and educational process, ecological culture is considered as a separate discipline within the framework of cultural studies.
During the 20th century, the development of human civilization was increasingly to a greater extent revealed the antagonistic contradiction between population growth and the satisfaction of its growing needs for material resources, on the one hand, and the capabilities of ecosystems, on the other. This contradiction, worsening, led to the rapid degradation of the human environment and the destruction of traditional socio-natural structures. It became obvious that the trial and error method in matters of environmental management, characteristic of previous periods of the development of civilization, has completely outlived its usefulness and should be completely replaced by the scientific method, the basis of which is a scientifically based strategy for the relationship between man and the biosphere, combined with a deep preliminary analysis of the possible environmental consequences of those or other specific anthropogenic impacts on nature.
With the development of production forces that make it possible to develop nature on a large scale and an increase in the number of inhabitants on Earth, the degradation of the natural environment is reaching an unprecedented level dangerous for the very existence of people, so that it is quite justified to talk about an environmental crisis that can develop into an environmental catastrophe.
At the end of the 20th century, attention to the culture of interaction between man and nature increased significantly; The reason for this attention was primarily a public rethinking of the approach to culture as such and to the past achievements of mankind in particular. The internal potential of these achievements from the point of view of their possible reactivation in the form of preserving or restoring traditions was significantly overestimated, and these achievements themselves began to be viewed as something very valuable: as a tangible result of human self-realization, on the one hand, and, on the other, as continuing to operate factor in the creative development of humanity.
In 2000 in State Duma Russian Federation a draft federal law “On Ecological Culture” was introduced, which defined the principles of the relationship between state authorities, local governments, legal entities and individuals both in the field of implementation of the constitutional right of man and citizen to a favorable environment, and in the field of compliance with the constitutional obligation of everyone for the conservation of nature and the environment. The bill addressed issues of public administration in the field of environmental culture, including issues of state regulation in this area.
1. The concept of environmental culture
Ecological culture is a relatively new problem that has become acute due to the fact that humanity has come close to a global environmental crisis. We all see very well that many territories due to economic activity people were contaminated, which affected the health and quality of the population. We can say frankly that as a result of anthropogenic activities, the surrounding nature faces a direct threat of destruction. Due to an unreasonable attitude towards it and its resources, due to an incorrect understanding of its place and position in the universe, humanity is threatened with degradation and extinction.
Therefore, the problem of the “correct” perception of nature, as well as “ecological culture,” is currently coming to the fore. The sooner scientists begin to “sound the alarm”, the sooner people begin to reconsider the results of their activities and adjust their goals, commensurating their goals with the means at nature’s disposal, the sooner it will be possible to move on to correcting mistakes, both in the ideological sphere and in the economic sphere. .
But, unfortunately, the problem of “ecological culture” has not yet been studied enough. One of the first to approach the problem of eco-culture was the famous thinker and researcher V.I. Vernadsky; He was the first to seriously study the term “biosphere” and dealt with the problems of the human factor in the existence of the world. You can also name Malthus, Le Chatelier-Brown, B. Commoner and others. But, nevertheless, the framework of the given topic forces us to look at the problem from the other side, because we are interested in the problem of society’s perception of ecological culture.
By its nature, culture is changeable and capable of self-renewal, but it is a kind of sign that allows each member of the community to be identified to a given civilization. Culture is the product of the collective activity of members of one nation, which in each specific area creates its own personal and unique sociocultural code. It is not for nothing that we say that there is a culture of language, a culture of behavior, economic, legal, environmental culture and many others, which is a unique and unique property of each nation.
Thus, the perception of culture depends on the person belonging to a particular community. But the basic basis of culture, it seems to me, is the values accumulated by the people in the spiritual sphere (faith, customs, language, literature, etc.) and in the material sphere (architecture, sculpture, painting, etc.). But despite this, there is still something or some common cultural archetype that promotes intercultural communication.
The science of ecology arose at the end of the 19th century, but then it meant the study of living organisms, their interrelationships and influence on nature as a whole. But ecology acquired truly urgent significance in the mid-twentieth century, when scientists from the United States discovered a proportional dependence of soil and ocean pollution and the destruction of many animal species from anthropogenic activities. Simply put, when researchers realized that fish and plankton were dying in reservoirs located in close proximity to factories, when they realized that soils were being depleted as a result of unwise agricultural activities, then ecology acquired its vital importance. Thus, since the late sixties, humanity has been faced with the problem of a “global ecological crisis"The development of industry, industrialization, the Scientific and Technological Revolution, massive deforestation, the construction of giant factories, nuclear, thermal and hydroelectric power plants, the process of depletion and desertification of land led to the fact that the world community faced the question of the survival and preservation of man as a species.
2. Disturbance of ecological balance
With the development of industry and modern technologies throughout the world, the issue of environmental imbalance has become acute. This problem has reached a level where it is almost impossible to solve. Much of what was destroyed, unfortunately, can no longer be restored.
Violation of the ecological balance between natural factors and human activities is a socio-ecological crisis. This means that the balance between the environment and society is disrupted. This situation could lead to the death of humanity.
The degree of disturbance of ecological balance may vary. Pollution is the smallest damage that has been done to the environment. In this case, nature can deal with the problem itself. Over time, she will restore balance, provided that humanity stops harming her.
The second degree is a violation of ecological balance. Here the biosphere loses its ability to self-heal. In order for the balance to return to normal, human intervention is necessary.
The last stage is the most dangerous and is called destruction. This is the limit at which it becomes impossible to restore the pristine ecosystem. This is an environmental disaster, which is caused by man's rash actions and his unacceptable destruction of the surrounding nature. This fact is already taking place in some areas of the globe.
Disturbance of ecological balance - causes and consequences
The causes of ecological imbalance are related to the development of science and technology. Uneconomical waste of natural resources, deforestation, pollution of water bodies - this is what causes an environmental disaster. By harming nature, a person jeopardizes his existence. This gives rise to great troubles for humanity: a demographic crisis, famine, a shortage of natural resources and environmental destruction. Unreasonable deforestation leads to the extinction of animals and birds. This leads to a change in the ecological balance. If humanity does not restore destroyed plantings and does not protect endangered animals, this will lead to the death of humanity. For now, these problems can be solved.
The violation of the ecological balance in the city is the most widespread. The construction of buildings and the cutting down of parks lead to environmental pollution. A large number of vehicles and a lack of green spaces contribute to the accumulation of smog and carbon dioxide. As a result, there is an increase in the number of sick people among the urban population.
Industrial development has led to an increase in harmful emissions into the atmosphere. Not many managers of enterprises and factories care about protecting the environment. In this state of affairs, humanity will face an environmental catastrophe.
3. Environmental problems
socionatural ecosystem education personality
First problem- air pollution.
Man has been polluting the atmosphere for thousands of years, but the period of use of fire was insignificant. Great air pollution began with the start of industrial enterprises. All emissions of harmful substances into nature, such as carbon monoxide, sulfur dioxide, hydrogen sulfide and carbon disulfide, nitrogen oxides, fluorine and chlorine compounds not only lead to the death of the flora and fauna around us, but also worsen our life on planet Earth.
The main harmful impurities of pyrogenic origin:
A) Carbon monoxide
It results from incomplete combustion of carbonaceous substances. It enters the air as a result of the combustion of solid waste, exhaust gases and emissions from industrial enterprises. Every year at least 1250 million tons of this gas enter the atmosphere.
This carbon compound contributes to rising temperatures on the planet, and the creation of the greenhouse effect - global problem No. 1,
This problem is characterized by the fact that a large amount of snow falls on the planet in winter, and when it melts, water is added to the oceans and seas, flooding land areas. Over the past few years, there have been more than 60 floods on Earth, which have caused harm not only to nature, but also to humans.
There are many bright examples, which do not allow us to forget about the greenhouse effect:
1. Global climate change, droughts, tornadoes where they have never happened.
2. On June 16, 2004, precipitation in the form of snow fell on the warmest continent of our planet, Africa, which led to confusion among people in many countries around the world.
3. A large melting of glaciers in Antarctica has also been noticed. And this is already serious, if half of the glaciers go into the ocean and melt, then there will be a large rise in the water level, which can flood half of the earth's land. For example, cities and countries such as Venice, China, etc.
4. This winter in many relatively warm European countries, such as Bulgaria, the frost reached -35 degrees.
B) Nitrogen oxides
The main sources of emissions are enterprises producing nitrogen fertilizers, nitric acid and nitrates, aniline dyes, viscose silk. The amount of emissions is 20 million tons. in year.
B) Compound of fluorine and chlorine
The sources are enterprises producing aluminum, enamels, glass, ceramics, steel, hydrochloric acid, organic dyes, and soda. They enter the atmosphere in the form of gaseous substances that destroy layers of the atmosphere.
Second problem- This is the problem of pollution of the World Ocean.
Oil and petroleum products.
Oil is a viscous oily liquid with a dark brown color, which is extracted in large quantities in order to increase one’s well-being, thereby not caring about the fact that nature is dying and the thin atmospheric layer of the biosphere is being destroyed. “What kind of nature will our beloved children, great-grandchildren, etc. live in?” - this question should arise for all people inhabiting planet Earth. After all, 98% of oil has a toxic effect on the environment.
Due to minor leaks, 0.1 million tons of oil are lost annually, large quantities of which enter the seas and rivers, with household and storm drains. When oil enters the marine environment, it first spreads in the form of a film, which is destructive for all life in the ocean. You can determine its thickness by the color of the film: Oil forms emulsions that can remain on the surface, be carried by the current, washed ashore and settle to the bottom, also destroying flora and fauna along the way. Because of this, one of the important problems is the lack of fresh water in rivers and lakes. Just a few decades ago, polluted waters were like islands in a relatively clean natural environment. Now the picture has changed, continuous areas of contaminated areas have formed.
The world's oceans are a giant storehouse biological resources, and ocean pollution threatens all processes - physical, chemical and biological.
But people do not understand this and have long been dumping waste from their economic activities into the seas and setting up landfills for obsolete ammunition. Of particular danger is the dumping of chemical and radioactive waste for the purpose of burial; in our time this is called dumping.
Many landlocked countries undertake marine disposal of materials and substances, such as dredging soil, drilling slag, construction debris, solid waste, explosives and chemicals. The volume of burials amounted to about 10% of the total mass of pollutants entering the World Ocean. The basis for dumping at sea is the possibility marine environment to the processing of large quantities of organic and inorganic substances without much damage to water. However, this ability is not unlimited; it takes many years.
Therefore, dumping is considered as a forced measure, a temporary tribute from society to the imperfection of technology, but many enterprises, bypassing prohibiting laws, throw waste into the sea.
The third equally important problem- This is the destruction of the ozone layer of the atmosphere, ozone holes.
Ozone holes have appeared recently. Ozone is an important component, which protects us from harmful substances that come from space. First of all, this is “star dust” or you can call it “star debris”. The ozone layers of the biosphere protect us from many disasters. But a person, without noticing it, worsens these layers, gradually leading himself to death. Already, many people are asking the question: “Why do many heart patients feel bad. Is this related to explosions in the sun?” Of course, it is connected, because holes have appeared in a thin layer of the atmosphere, allowing the sun's rays to reach us on earth, which not only cause heart attacks in the adult population, but also increase the risk of skin cancer from excessive ultraviolet radiation.
Fourth problem is acidic precipitation that falls on land. One of the most pressing global problems of humanity and modernity is the problem of increasing acidity of atmospheric precipitation and soil cover. Areas of acidic soils do not experience droughts, but their natural fertility is reduced and unstable; they are quickly depleted and have low yields. Acid rain not only causes acidification of surface waters and upper soil horizons. Acidity with downward flows of water spreads across the entire soil profile and causes significant acidification of groundwater. Acid rain occurs as a result of human economic activity, accompanied by the emission of colossal amounts of oxides of sulfur, nitrogen, and carbon. These oxides, entering the atmosphere, are transported over long distances, interact with water and turn into solutions of a mixture of sulfurous, sulfuric, nitrous acids, which fall in the form of “acid rain”, interacting with plants, soils and waters. Their main sources are: burning shale, oil, coal, gas. Human economic activity has doubled the release of sulfur and nitrogen oxides into the atmosphere. All this affected the health of both people and their livestock, which is used for food consumption.
If we look broadly, we can say that man himself creates problems for himself, and not just problems, but global ones, such as: the destruction of forests, plants and animals, fertile soils, the emergence of radioactive zones.
4. Environmental safety
Environmental safety is the provision of guarantees for the prevention of environmentally significant disasters and accidents; it is a set of actions that ensure ecological balance in all regions of the Earth. We can talk about environmental safety in relation to a separate area, city, region, state and the planet as a whole. Major environmental problems are of an interstate nature, since nature has no borders. Ensuring environmental safety in one region or state is important for any other region and state.
This means that achieving environmental safety is an international task, and international cooperation is necessary here.
Nowadays, environmental protection issues are being urgently raised in many countries. Country leaders and environmental committees are concerned about the changes taking place in nature. Many manufacturers are establishing environmentally friendly production. For example, they began to produce electric cars that are absolutely safe for the environment. A particularly important point is waste recycling. This issue needs immediate resolution. Many countries have seriously taken up the disposal and processing of human waste. Clearing the planet of debris is one way to restore balance between the natural world and society.
Each person is responsible for his actions. By polluting the environment, we primarily cause harm own life. If all people follow certain rules that will contribute to the conservation of nature, then we can hope that environmental disaster will cease to be a threat to humanity.
5. Psolving environmental problems
Each of the global problems discussed here has its own options for a partial or more complete solution; there is a certain set of general approaches to solving environmental problems.
Measures to improve environmental quality:
1. Technological:
*development of new technologies
*sewage treatment plants
*fuel change
*electrification of production, everyday life, transport
2. Architectural and planning measures:
*zoning of the territory of the settlement
*greening populated areas
*organization of sanitary protection zones
3. Economic
4. Legal:
*creation of legislative acts to maintain environmental quality
5. Engineering and organizational:
*reducing parking at traffic lights
*reducing traffic volume on congested highways.
In addition, for last century humanity has developed a number of original ways to combat environmental problems.
These methods include the emergence and activities of various kinds of “green” movements and organizations. In addition to "Green Peace", which is distinguished by the scope of its activities, there are similar organizations that directly carry out environmental actions. There is also another type of environmental organization: structures that stimulate and sponsor environmental activities (Wildlife Fund).
In addition to various kinds of associations in the field of solving environmental problems, there are a number of state or public environmental initiatives: - environmental legislation in Russia and other countries of the world,
Various international agreements or the Red Book system.
Among the most important ways to solve environmental problems, most researchers also highlight the introduction of environmentally friendly, low- and waste-free technologies, the construction of wastewater treatment plants, the rational location of production and the use of natural resources.
6. New horizons for environmental education
IN modern world, as part of the pursuit of sustainable development, the most important aspect the full value of personality development is environmental education.
Man not only lives in close contact with living nature, he is an integral part of it. Therefore, nature is one of the constituent parts of man. Our forefathers understood this simple truth. In order to pass on this knowledge of the integral living world from generation to generation, they deified and spiritualized nature, endowing it with a special meaning. In this understanding, nature was considered a living being - a person. People treated water, mountains, wind, plants and animals as full owners of natural resources. And if a person wanted a full life, he was simply obliged to be in harmony with nature. This attitude of humanity warned us against a consumerist attitude towards nature. Even then, our forefathers knew one of the Commoner’s laws - you have to pay for everything in nature, and if you constantly just take and take, greedily sinking your teeth into the planet, a bitter retribution will come. These times have come: retribution for our deeds has knocked on our doors, entered our homes, and we still will not notice it. This is why rethinking our relationship with nature has become an urgent need.
What is comprehension? This is primarily an understanding of nature. Where can this understanding come from if there is only chaos and consumer greed everywhere? The answer is simple and obvious - environmental education.
For the traditional model of education, the study of nature is a soulless process of breaking down its mysteries into parts and components: nature consists of lakes where we fish; nature consists of mountains where miners extract coal; nature consists of forests, from which we make school notebooks for you. How can this all-consuming hypocrisy help a child understand the big picture of the universe? This lie leaves no alternative to the young person’s understanding of the principles of interaction between the human and the natural. This method has long since become obsolete.
The main task of environmental education and upbringing is to help the child see the beauty of the world as a whole, to help him realize the deep relationships in nature: where the squirrel is very beautiful, and it is even more beautiful if it lives in a clean forest... Understanding the principle “Everything is connected to everything” will help the child learn the main ecology motto - "Protect the environment!". It is this method of environmental education that can lead our civilization to sustainable development.
Understand that the animation of nature is not occultism or religious nonsense. This is a means of education that is visual and accessible to the child. If children understand that the Earth is a living being capable of experiencing pain, fear, joy, then they will treat it with tenderness and love. If children from an early age realize that even a fluffy cloud is alive, will they become adults and start shitting in the atmospheric air?
It's time to rethink our concepts of education. Environmental education should become more environmentally friendly. This is the primary task of our common salvation - humanity and nature.
Bibliography
1. Attali J. On the threshold of a new millennium: Trans. From English - M.: International relations, 1993. - 136 p.
2. Lavrov S.B. Global problems modernity: part 1. - St. Petersburg: SPbGUPM, 1993. - 72 p.
3. Lavrov S.B. Global problems of our time: part 2. - St. Petersburg: SPbGUPM, 1995. - 72 p.
4. Gladkov N.D. and others. Nature conservation-M. Enlightenment, 1975-239 p.
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The term “culture” is one of the most familiar and widely used in modern everyday and scientific languages. At the same time, the concept of “culture” refers to the most difficult to define categories of science. Numerous attempts by scientists to give a universal definition have not been successful due to the complexity, multifunctionality, polysemy and extreme diversity of cultural phenomena.
In modern science, we find the most generalized concept of culture in V.S. Stepina: culture is “a system of historically developing supra-biological programs of human activity, behavior and communication, which act as a condition for the reproduction and change of social life in all its main manifestations.” Programs of activity, behavior and communication, which in their totality constitute the content of culture, “are represented by diversity various forms: knowledge, skills, norms and ideals, patterns of activity and behavior, ideas and hypotheses, beliefs, social goals and value orientations, etc.” .
Culture ensures the reproduction of the diversity of forms of social life and their development. In the life of society it performs certain functions. V.S. Stepin identifies three of them: storage, transmission and generation of programs of activity, behavior and communication of people.
V.A. is close to the same understanding of the social role of culture. Ignatov, which shows that culture acts: as a system that includes the practical experience of humanity and the sphere of its spiritual life; as an indicator showing the qualitative level of its development, reflected in science and art, engineering and technology, education and upbringing, in human strengths and abilities realized in knowledge, skills, abilities, level of intelligence, moral and aesthetic development, value orientations, worldview, methods and forms of communication; as a transmitter of experience, knowledge, creativity, traditions, beliefs of previous generations; as a mechanism that regulates a person’s relationship with other people, with society, with nature.
In science, the understanding of culture as the totality of the achievements of society in its material and spiritual development is widely represented. For example, V.I. Dobrynina identifies such objects of material culture as technology, tools, housing, means of communication, transport - what is called the artificial human environment, and objects of spiritual culture: science, art, law, philosophy, ethics, religion. At the same time, one should take into account the relativity of such opposition from the point of view of considering culture as an informational aspect of the life of society, understanding the internal essence of culture as socially significant information, enshrined in a symbolic form. Culture, enshrined in various semiotic systems, equally covers its material and spiritual spectrum. Objects of material culture also act as means of storing and transmitting information, as well as teachings, ideas, theories, values and other forms of spiritual culture. They can also function as certain signs. Only in this function do objects of the material world created by civilization act as cultural phenomena.
The concept of “culture” reflects the actual human, and not the biological, essence of the human community. The separation of man from the world of animal beings is characterized by conscious instrumental activity, the presence of language and symbols of the spiritual side of life. They act as regulators of human relations with real world. Culture is a holistic phenomenon and is manifested in various types of relationships and aspects of social experience. In this regard, culture is considered as a system of relationships to oneself, another person, society and nature.
The term “culture” in science is considered primarily in a universal human dimension, and then in a national one. Exploring the origins of the emerging culture of peace in the works of F.I. Dostoevsky, L.N. Tolstoy, N.F. Fedorov in Russia, G. Toro and R. Emerson in America, Tagore and Gandhi in India, Uchimara Kanzo and Okakura Kakuzo in Japan, S.N. Glazachev notes the irresistible desire for the inner harmony of Man, the unity of Humanity, and the awareness of the Holistic System of Life.
The history of science has accumulated many areas of research into the phenomenon of culture (let us also mention such as the consideration of culture in the aspect of the development of the human mind and intelligent forms of life, culture as the development of human spirituality). However, in the development of the most different lines the problems of culture can be distinguished in common, namely, that culture is considered: in terms of the historical development of social experience; in the relationship between reproduction, functioning and evolution of society; through the prism of values accumulated by society; in the anthropological aspect, when a person as a creator of culture appears in a wide field of relationships, communication, interaction with society and nature; as a universal human achievement.
These general characteristics of cultural studies make it possible to clarify the essence of ecological culture in its relation to culture as a whole.
Initially, the term “culture” denoted the process of human development of nature (Latin cultura - cultivation, processing; referred to the cultivation of land).
In ancient times, man was brought face to face with nature and drew impressions from the mysterious world of nature. He was merged with nature, lived one life with it, could neither separate himself from nature nor oppose himself to it. All natural phenomena were represented as living beings; the person transferred the empirical sensation of himself (feelings, thoughts) to natural phenomena.
The ancient Slavs also had a strong cult of nature. “Cult is service to a deity, accompanied by rituals.” In Slavic paganism, gods are the personification of natural phenomena (sky, earth, sun, thunder, fire, forest, water...). Researchers note that the word “god” is originally Slavic, the main meaning of which is happiness, good luck.
IN popular consciousness among the Slavs, all the best, brightest, necessary for life, coming from nature, was associated primarily with the sun (“Ra”), and a special cult of the sun (“cult-u-ra”) developed.
In all ancient civilizations, the word “culture” was in one way or another related to human communication with nature. The history of human civilizations, having realized a gigantic spiral of life, at a new level of culture returns to the problems of the relationship between man and nature through the concept of “culture”.
In many modern studies, environmental culture is considered as an integral part of general culture. This is a traditional approach in science, which consists in highlighting aspects of culture and searching for their specific characteristics (moral, aesthetic, physical, legal, technological culture...). Of course, this approach continues to retain its theoretical and practical significance: the basis for highlighting any aspect of culture is specific values (rules of behavior, criteria of beauty, standards of physical condition, mastery of controlled procedures...). The specificity of ecological culture lies in the values of the ethical style of interaction between man and nature.
However, other approaches to the essence of ecological culture and its relationship to general human culture are becoming more and more noticeable.
N.N. Moiseev believes that ecological culture is special kind a future universal human culture, which is consciously created by synthesizing the ecological potentials of all cultures of the world.
A slightly different interpretation of environmental culture can be found in V.A. Ignatova, who believes that a narrow and broad interpretation of ecological culture should be divided. “In a narrow sense, ecological culture acts as a part of universal human culture, the main content of which is the competent management of nature and a responsible attitude towards nature as a social and personal value; V in a broad sense ecological culture is the new content of universal human culture.”
At S.N. Glazachev there is a more specific disclosure of new content of both ecological and general culture. He believes that the modern culture is increasingly becoming ecological in nature. Before our eyes, the ecologization of culture is taking place; culture is turning into an ecological culture.
About the inseparability of culture and nature, about the entry of culture into ecological stage of its development, N.N. convincingly writes about culture as “the human relationship between man and nature.” Kiselev and other environmental scientists. An additional touch to this understanding of ecological culture is added by N.F. Remers, who considers ecological culture to be a qualitative state of general human culture.
Developing the ideas of the Seoul Declaration on an Integral System of Life - the deep unity of Man, Society and Nature, relying on the opinion of scientists and politicians, educational, healthcare, and cultural figures, the Organizing Committee of WDOS (World Environment Day) - Moscow-98 adopted the Moscow Declaration on Ecological Culture, in which it is considered as a culture of enormous efforts made by humanity, people, people for the sake of preserving the environment, the Earth and for the sake of preserving the most complete self-existence. Ecological culture presupposes a dialogue between diverse national ecological cultures, united by the commonality of strategic development and the integrity of planet Earth. The understanding of ecological culture as a “culture of enormous effort” of humanity is in the logic of the idea of the noosphere and is aimed at the future.
Thus, the following views on the relationship between ecological and general culture have emerged in science: traditional: ecological culture is an integral part of general culture; species: ecological culture as a special type of future human culture; syncretic: ecological culture as a new content of general culture, as a historically new, qualitative state of general culture; general culture as an ecological culture; noospheric: ecological culture as a universal human culture, created by the effort of the mind and will of mankind for the sake of preserving the biosphere and full self-existence.
For many studies, the ecological culture of the future is presented as a universal human phenomenon, through dialogue and synthesis of national ecological cultures. It should also be noted that the problems of ecological culture are expanding and new semantic shades are appearing, showing a deepening awareness of the problem of interaction between man and nature.
Disclosure of the essence of ecological culture is associated with a fairly complete typology of interaction between man and nature.
Above, we identified types of interaction based on the representation of ethical principles in them: consumption, conservation, restoration.
Based on the psychological style of interaction between man and nature, the following types can be determined: submission to the forces of nature and taking them into account (for example, solar energy emissions); coordination (for example, reasonable use of the potential energy of naturally flowing water during the construction of a hydroelectric station); control (for example, thermonuclear reaction).
The source of any typology of interaction between man and nature is knowledge of the laws of functioning of the biosphere, its self-regulating forces, the limits of the possibilities of its self-preservation and the conditions for humanity to preserve itself. Based on the knowledge of nature, in the process of the historical movement of civilization, certain value orientations. Therefore, any typology of interaction between man and nature is related to ecological culture.
Let us draw attention to the fact that the general characteristics of cultural research highlighted above can be fully interpreted in relation to ecological culture.
The first of them reflects the fact that the phenomenon of “ecological culture” appeared at a certain stage in the development of social experience. Science records that the generic concept of “culture” as a term “became widely used in European philosophy and historical science starting from the second half of the 18th century." . The emergence of the term “ecological culture” is associated with a general awareness of the urgent importance of environmental problems, awareness of the need to predict environmental safety, ensure the protection and improve the state of the natural environment. For example, the study of environmental culture in pedagogy and psychology in our country begins in the 90s of the 20th century.
The second characteristic of culture in relation to ecological culture reflects its presence as a condition for reproduction, functioning, and further evolution of society. Culture not in the traditional sense, but in its qualitatively new state - as an ecologized culture, it is this that will further serve as the above-mentioned condition.
The third characteristic reflects the emergence in the axiosphere of culture of new values - the values of ecological culture: from the value of nature, the value of life to the global value of harmony between man and nature.
The fourth characteristic draws attention to man as an intelligent and strong-willed creator of ecological culture through deep penetration into the laws of nature, organizing various interactions with it and choosing the most positive types of interactions for self-preservation and nature.
The fifth characteristic, as a continuation of the previous one, asserts that, in accordance with the idea of the noosphere, an ecologized culture can be achieved only through the efforts of the mind and will of all humanity.
It can be concluded that ecological culture is a type of general culture, manifested in the sphere of human interaction with nature, based on a special system of environmental values, the leading of which is the harmony of man and nature, which allows, in the aspect of the harmonious development of society and the biosphere, to carry out interrelated activities to use, conservation and reproduction vitality nature; in its historical development, it increases the syncretic potential that turns a common culture into an ecological one. This understanding of ecological culture reflects how its specific content (which meets the needs today and the near future), as well as the tendency of its continuous “growing in” into the general culture, the tendency of the greening of the general culture.
Introduction page 2
Chapter I. Environmental education of youth page 3
1.1The concept of environmental culture page 3
1.2 Goals and objectives of environmental education page 4
1.3 Methods of environmental education page 6
Chapter 2. Formation of environmental culture in the context of the patriotic educational process page 7
2.1 Patriotic education and environmental culture of youth page 7
2.2 Patriotism in showing concern for the environment in children of senior preschool age page 10
Conclusion page 12
References page 13
Introduction
Today, more than ever, humanity is faced with the question of the need to change its attitude towards nature and ensure appropriate upbringing and education of the new generation. The basis of both national and global development of society should be the harmony of man and nature. Every person must understand that only in harmony with nature is his existence on planet Earth possible.
Humanity has approached a threshold beyond which new morality, new knowledge, a new mentality, a new value system are needed. Of course, they need to be created and educated from childhood. From childhood we must learn to live in harmony with nature, its laws and principles.
Successful environmental education of youth can be ensured only if patriotism is instilled in the younger generation and a targeted and systematic process of simultaneous participation of family, educational institutions and society as a whole is carried out.
Patriotism should be cultivated in constant communication with native nature, in broad acquaintance with the socio-ecological conditions of life of the people.
The purpose of this work is to clarify the role and objectives of environmental education in the preschool education system. To achieve the goal, the following tasks were set:
Using literary sources, find out the role and objectives of environmental education;
Show the possibility of education in close cooperation with the family to form in children a patriotic attitude towards the natural environment already at initial stage training.
Outline the criteria and indicators of patriotism
Subject of research: the possibility of organizing environmental and patriotic education of youth.
Nowadays, when the world is on the verge of an environmental disaster, environmental education, more than ever, is one of the pressing problems of our time.
Chapter I. Environmental education of youth
The concept of ecological culture
Ecological culture is the level of people’s perception of nature, the world around them and an assessment of their position in the universe, a person’s attitude towards the world.
Ecological culture is a relatively new problem that has become acute due to the fact that humanity has come close to a global environmental crisis. Many territories have become polluted due to human economic activity, which has affected the health and quality of life of the population. As a result of anthropogenic (human impact on the environment) activities, the surrounding nature faces a direct threat of destruction. Due to an unreasonable attitude towards it and its resources, due to an incorrect understanding of its place and position in the universe, humanity is threatened with degradation and extinction. Therefore, the problem of the “correct” perception of nature, as well as “ecological culture,” is currently coming to the fore. One of the first to approach the problem of ecoculture was the famous thinker and researcher V.I. Vernadsky; He was the first to seriously study the term “biosphere” and dealt with the problems of the human factor in the existence of the world.
Ecology as a science arose at the end of the 19th century, but then it meant the study of living organisms, their interrelationships and influence on nature as a whole. But ecology acquired truly urgent significance in the mid-twentieth century, when scientists from the United States discovered a proportional dependence of soil and ocean pollution and the destruction of many animal species from anthropogenic activities. Simply put, when researchers realized that fish and plankton were dying in reservoirs located in close proximity to factories, when they realized that soils were being depleted as a result of unwise agricultural activities, then ecology acquired its vital importance. Since the late sixties, humanity has been faced with the problem of a “global environmental crisis.” The development of industry, industrialization, the Scientific and Technological Revolution, massive deforestation, the construction of giant factories, nuclear, thermal and hydroelectric power plants, the process of depletion and desertification of lands led to the fact that the world community faced the question of the survival and preservation of humans as a species.
1.2 Goals and objectives of environmental education
The goal of environmental education is the formation of a responsible attitude towards the environment, which is built on the basis of environmental consciousness. This presupposes compliance with the moral and legal principles of environmental management and the promotion of ideas for its optimization, active work in studying and protecting the nature of their area.
Nature itself is understood not only as an environment external to man - it includes man. The attitude towards nature is closely connected with family, social, industrial, and interpersonal relationships of a person and covers all spheres of consciousness: scientific, political, ideological, artistic, moral, aesthetic, legal.
A responsible attitude towards nature is a complex personality characteristic. It means understanding the laws of nature that determine human life, manifested in compliance with the moral and legal principles of environmental management, in active creative activities to study and protect the environment, in promoting the ideas of proper environmental management, in the fight against everything that has a detrimental effect on the environment.
The condition for such training and education is the organization of interconnected scientific, moral, legal, aesthetic and practical activities of students aimed at studying and improving the relationship between nature and man.
The criterion for developing a responsible attitude towards the environment is moral concern for future generations.
The goal of environmental education is achieved as the following tasks are solved in unity:
· Educational - formation of a system of knowledge about environmental problems of our time and ways to resolve them;
· Educational - formation of motives, needs and habits of environmentally appropriate behavior and activities, healthy lifestyle;
· Developing - development of a system of intellectual and practical skills for studying, assessing the condition and improving the environment of their area; developing a desire for active environmental protection:
Intellectual (ability to analyze environmental situations)
Emotional (attitude towards nature as a universal value)
Moral (will and perseverance, responsibility).
Today, the sign of high culture in general and ecological culture in particular is not the degree of difference between the social and the natural, but the degree of their unity. Such unity achieves the stability of both nature and society, forming a socio-natural system in which nature becomes the “human essence of man,” and the preservation of nature is a means of preserving society and man as a species.
We define environmental culture as the moral and spiritual sphere of human life, characterizing the uniqueness of his interaction with nature and including a system of interrelated elements: environmental consciousness, environmental attitude and environmental activity. A special element are environmental institutions designed to support and develop environmental culture at the level of public consciousness in general and a specific person in particular.
In the context of a worsening environmental crisis, the survival of humanity is entirely dependent on itself: it can eliminate this threat if it manages to transform the style of its thinking and its activities, giving them an environmental orientation. Only overcoming anthropocentrism on a social level and egocentrism on a personal level can make it possible to avoid environmental catastrophe. We don’t have much time left for this: according to such an expert as the Chairman of the Committee on Environmental Protection V.I. Danilov-Danilyan, by the end of the 70s of the coming century it will be too late to even discuss the environmental problem. At the same time, we must not forget: culture is conservative and we already now need a revolutionary transition to a new type of ecological culture. It is obvious that such a transition can only take place under the condition that the laws of conservation and reproduction of natural resources are understood by man and become the laws of his practical activity. Unfortunately, material production and ecological culture still contradict each other, and we need to be acutely aware of the most serious difficulties on the way to overcoming - both in consciousness and in practice - this disastrous contradiction. Let's say how great is the temptation for us to accept a technically advanced production innovation for implementation, without taking into account the environmental risk it contains.
1.3 Methods of environmental education
The content of environmental education includes a system of norms (prohibitions and regulations) that arise from value orientations that are fundamentally different from the dominant ones. From the traditional point of view, the world exists for man, who is the measure of all things, while the measure of nature is its utility. Hence the consumer attitude towards nature.
In contrast, the new value system is based on an understanding of the uniqueness and intrinsic value of nature. At the same time, man is considered as a part of nature, and when characterizing nature, its multifaceted value for man is emphasized. The interdisciplinary composition of the content of environmental education is revealed, which can be grouped into four components - scientific, value-based, normative and activity-based.
Scientific - leading ideas, theories and concepts characterizing human health and natural environment his habitat; origin, evolution and organization of natural systems as objects of use and protection.
Value - environmental orientations of a person at various stages of the history of society; goals, ideals, ideas characterizing man and nature as universal values; the concept of economic assessment of the environment, the damage caused to it, the costs required to restore it and prevent damage.
Normative - a system of moral and legal principles, norms and rules, regulations and prohibitions of an environmental nature.
Activity – a system of activities aimed at direct human participation in the implementation of the norms and rules of environmental culture.
Namely, for adolescents it is complex and complex and largely depends on the age characteristics and capabilities of the students. It is focused on the formation of a scientific-cognitive, emotional-moral, practical-active attitude towards the environment, towards health based on the unity of sensory and rational knowledge of the natural and social environment of a person. For only an environmentally educated person is able to see environmental problems and organize their overcoming.
A teenager’s attitude towards the environment is largely determined by how deeply the normative and value aspects of the ideological concept of nature interact with the system of his dominant values. In general, the level of a student’s attitude towards the environment is determined by the extent to which the dominant values in society, socially significant norms and rules of attitude towards nature, and the externally given environmental ideal will be perceived by this student as personally significant. The “translation” of externally given norms and rules into the internal plane of the individual is determined by a number of factors and conditions, important among which are the real inclusion of the teenager in the system of social interactions; activity of the teenager himself; emotional-volitional and other individual characteristics.
In the process of communicating with nature, comprehending its patterns, people gradually established norms and rules of behavior in nature. They understood that by destroying nature, man destroys his future. It took thousands of years to develop folk traditions aimed at preserving the habitat and all life on Earth. Nature has long occupied an important place in creativity different nations our country. The accumulated knowledge and skills were passed on from generation to generation, love for the native land was fostered, and the need to take care of it was fostered.
The environmental situation in the world that developed in the second half of the twentieth century is directly proportional to the low level of environmental culture of people. Scientists believe that fostering an ecological culture among the younger generation will help restore the lost balance and harmony in the “man-nature” relationship.
The process of educating an environmental culture is complex and multifaceted, so it is necessary to consider the basic concepts that will be used in our study: “culture”, “ecological culture”, “ecological education”.
Philosophers, cultural scientists, psychologists, teachers, and ecologists have developed a certain understanding of the role of ecological culture. At the stage of civilizational shifts and planetary changes, it is ecological culture that should become the core of the human personality that can save the planet, humanity as a whole, and bring it to a new qualitative stage of development. Qualities are beginning to be introduced into the concept of ecological culture that make it possible to make it a phenomenon of general culture; two processes intersect in it - the education of a person and his formation as a sociocultural individual.
Ecological culture is the area of human existence where answers to environmental difficulties should be found, since it is based on life-meaning or universal values. The quality of a person’s interaction with his environment constantly reflects the level of culture of which he is the bearer. Ecological culture involves high level skills people to carry out competent environmental activities. The core of ecological culture is the universal goals of interaction between society and nature, value ecological orientations, universal human values, as well as historically established ways of perceiving and achieving them.
K.I. Shilin believes that “it is culture that is the broadest sphere of human existence, the conscious change of which in accordance with the new eco-tasks of humanity creates a turning point in changing the entire system of eco-relations.” All spheres of human existence and his relationship with nature are within culture. His works highlight the socio-philosophical orientation of ecological culture and its development paths. “It is necessary to create a new type of ecological culture, which would be specifically oriented and would orient each individual and society as a whole towards the preservation, restoration and maintenance dynamic equilibrium between man and nature,” states K.I. Shilin.
Sociologists believe that cultural level personality is determined, first of all, by the measure of “appropriation” of universal human values through the prism of one’s own individuality, in the process of self-development and self-improvement. There is a distinction between the culture of society as the total product of civilization and the culture of an individual.
For our research, the concept of “culture” is important, first of all, in the following sense: it is “the level of relationships that have developed in a team, those norms and patterns of behavior that are sanctified by tradition, obligatory for representatives of this ethnic group and various social groups.” Culture appears as a form of transmission of social experience of cultural values and patterns of behavior. Therefore, all changes in individual areas of human life (be it economics, politics, etc.) are determined by the general cultural level of a particular community. Culture is the determining condition for the realization of the creative potential of the individual and society, a form of affirmation of the identity of the people and the basis of the mental health of the nation, a humanistic guideline and criterion for the development of man and civilization.
In general, an analysis of various literary sources in order to identify the essence of the category “culture” shows that this is a complex interdisciplinary, general methodological concept.
The concept of “culture” first appeared in the works of the German lawyer S. Pufendorf (1632-1694). He used it to denote the results of the activities of a social person. Culture was understood as the opposition of man and his activities to the wild elements of nature, its dark unbridled forces. The “classical” definition of the concept “culture” belongs to the English anthropologist E. Taylor and is given in his book “Primitive Cultures”. According to Taylor, culture “consists as a whole of knowledge, belief, art, morality, laws, customs.”
Culture as a way of adaptation and organization of people’s life is the most important indicator of their relationship to each other and to the natural environment. The survival of mankind largely depends on the formation of a world culture that combines distinctive national cultures with universal human values. The basis for such a unity of cultures can be eco-humanistic values and ideals of sustainable development of society. N.Z. Chavchavadze notes that “culture is the unity of everything in which the values recognized by people are embodied and realized.”
The category “culture” is also considered by philosophers and psychologists as a specific way of organizing and developing human life, presented in particular in the totality of people’s relationships to nature, among themselves and to themselves. “Culture is a product of an optimistic-ethical worldview,” writes A. Schweitzer.
In the explanatory dictionary of the Russian language, the concept of “culture” is interpreted as a historically determined level of development of society, creative powers and abilities of a person, expressed in the types and forms of organization of people’s lives and activities, in their relationships, as well as in the material and spiritual values they create.
General culture is the totality of maturity and development of socially significant personal characteristics of a person, realized in his professional activities. In its structure, general culture consists of two levels: internal, spiritual culture and external culture.
Internal culture is the totality of a person’s spiritual values: his feelings, knowledge, ideals, beliefs, moral principles and views, ideas about honor and self-esteem. External culture- a way of manifestation of a person’s spiritual world in communication and activity.
Thus, despite the variety of definitions of the concept “culture”, it is necessary to highlight those aspects in its formulations that are relevant for the process of educating an ecological culture:
Culture as a form of translation of social experience of cultural values, patterns of behavior;
Culture as a historically determined level of development of society, creative forces and human abilities;
Culture as a way of organizing and developing human life, presented in particular in the totality of people’s relationships to nature, to each other and to themselves.
An obligatory component of a person’s general culture is his ecological culture as a set of human relations with nature.
The origins of ecological culture originate in the centuries-old experience of the people: in the traditions of caring for nature and the natural resources of their native land. In ancient times, our ancestors knew nature well, identified and found the relationship between living organisms and the environment. They worshiped the spirits of nature and at the same time felt themselves to be part of it, aware of their inextricable connection with it. While not yet literate and without writing, people could read the book of nature and pass on the accumulated knowledge to their children.
One of the first to raise the problem of ecological culture was the famous researcher and thinker V.I. Vernadsky, developing the concept of the relationship between the biosphere and the noosphere.
N.F. Reimers and N.N. Bolgar, considering environmental culture, note that this is an integral part of the development of global culture, it is a style of thinking, a renewed worldview, awareness of oneself as a link in a complex chain of environmental events. This opinion implies a person’s attitude towards nature as a value.
In the philosophical, sociological and scientific-pedagogical literature, a number of important provisions have been developed that reveal various aspects of the concept of “ecological culture”. Thus, in a philosophical context, ecological culture acts as the basis of culture as an ideal to which one should strive. This new type cultures with rethought values that are focused on finding a mechanism for environmentally sound activities in nature.
With a sociological approach, ecological culture acts as a measure of general culture and an indicator of rational environmental management, the development of socio-natural relations in a particular society. At the same time, an environmentally active person is a person who does not passively contemplate the process of destruction of the natural environment, but interestedly, consciously masters nature in order to create optimal environmental conditions human existence.
In the definitions of ecological culture N.I. Koksharova, A.N. Kochergin reveals an activity component. The authors believe that ecological culture is an activity, a program aimed at protecting the natural environment, at preserving and restoring the cultural environment, on the basis of which the subject builds its specific process of interaction with nature throughout its history.
Most researchers believe that environmental culture is a complex concept that includes both aspects: values and activities. S.N. Glazachev defines environmental culture as “a set of spiritual values, principles of legal norms and needs that ensure optimization of the relationship between society and nature. Ecological culture becomes a sociocultural phenomenon with its own structure, languages (science, art, religion); specific space-time."
In order to gain a deeper understanding of the concept of “ecological culture,” let’s consider the essence of this phenomenon.
In modern research ([S.V. Alekseev, I.L. Becker, V.I. Vernadsky, N.N. Vinogradova, L.A. Zyateva, N.I. Kalinina, I.S. Lapteva, B.T Likhachev, D.F. Razenkova) special attention is drawn to the fact that the development of ecological culture begins with empirical concepts and the simplest local forms of environmental management and leads to deep ecological knowledge and expedient transformative human activity on a global scale.
Ecological culture is considered as a new personality formation, born and developing under the influence various fields life activity of the subject and materialized in the nature of relationships with the social and natural environment. Based on them, consider V.A. Yasvin and S.D. Deryabo, an ecological consciousness is formed, expressed in a system of beliefs, active life position personality and its environmentally motivated behavior.
Researchers rightly believe that ecological culture is an important criterion for expressing its attitude to the socio-natural environment.
Analyzing the definitions presented above, which, in our opinion, do not have significant differences, we come to the conclusion that environmental culture, as one of the manifestations of culture in general, covers the sphere of relations between man and society and nature.
According to existing definitions ecological culture, the essence of ecological culture is the combination of the social and the natural, their unity. In its most general form, ecological culture can be represented as a complex social action, human environmental skills necessary for positive contact with the natural environment. Culture in this case acts as a connecting element and has a significant impact on the dynamics of the development of natural and social realities in their interrelation and interaction.
Of scientific interest within the framework of our study is the component composition of ecological culture. In determining the structure of ecological culture, let us turn to the ideas available in the scientific literature. So, S.N. Glazachev, N.M. Mamedov,]128], V.A. Sitarov, I.T. Suravegina, A.D. Ursul sees the uniqueness of human interaction with nature in a system of interconnected elements: environmental consciousness, environmental knowledge, environmental thinking, value orientations, environmental attitudes and environmental activities. These elements occupy an important place in solving problems related to the education of environmental culture and lie, to a large extent, in the area of education.
L.P. Pechko includes in the structure of the concept “the culture of cognitive activity of students in mastering the experience of mankind in relation to nature as a source of material values, the culture of work when performing specific tasks in various areas of environmental management and the culture of spiritual communication with nature.”
G.V. Sheinis sees ecological consciousness in the structure of ecological culture (as a set of ecological and environmental ideas, ideological positions and attitudes towards nature, strategies of practical activities aimed at natural objects) and environmental behavior (as a set of specific actions and behaviors of people directly or indirectly related to the impact on the natural environment and the use of natural resources).
N. V. Ulyanova, in her definition of ecological culture, highlights systemic environmental knowledge, thinking, value orientations, and environmentally conscious behavior.
S.D. Deryabo, V.A. Yasvin identify value-motivational, cognitive, effective-operational components of ecological culture in the structure of ecological culture.
Based on the foregoing, it can be noted that environmental culture is an integrative category that incorporates many components. To highlight the components of a teenager’s ecological culture in our study, we turn to the analysis of the phenomenon that characterizes the interaction of teenagers with nature as an attitude.
The largest Russian psychologists B.F. Lomov and V.N. Myasishchev directly indicate that the effectiveness of educational activities is characterized precisely by the extent to which it ensures the formation and development of personal relationships . At the same time, many teachers traditionally continue to believe that the attitude towards nature is formed as if by itself in the process of mastering environmental knowledge. However, practice shows that this attitude must be formed using special methods. When forming an attitude towards nature, it is necessary to take into account that the process of developing an attitude is associated with changes that affect the emotional, cognitive spheres of a person, and relate to the practical activities carried out by him. We agree with the author’s point of view and consider in our study the interaction of a younger teenager with nature as an attitude.
A certain level of attitude towards nature helps to realize his value attitude towards nature and his responsibility for the consequences of communication with it. The ecological culture of a teenager is not only environmental knowledge, skills and abilities, but also a special inner world. It is based on the attitude of adolescents to the natural world. You can be the most active “friend of nature” during extracurricular, extracurricular time and at the same time cause environmental damage to nature. The proclamation of certain values is not yet a condition for their embodiment in specific behavior. Environmental values, attitudes, and needs, when faced with similar social and economic ones, give way to the latter and remain in the background. At the same time, responsibility for nature becomes not equal to love for it.
However, the interdependence of the components of an individual’s ecological culture cannot be denied. Thus, practical environmental activities contribute to the development of motivation and the emergence of new incentives to deepen environmental knowledge. On the other hand, strengthening the motives for environmental-cognitive activity leads to awareness of the need for practical participation in environmental activities. P.I. writes about this. Agalarova, G.B. Baryshnikova, V.P. Goroschenko, M.V. Kalinnikova, T.V. Kucher and others.
Analysis of studies concerning the identification of the component composition of ecological culture allows us to summarize them in a table (Table 1).
Table 1
Components of ecological culture identified by various authors
|
Author |
Formulation of the component composition of ecological culture |
|
L. P. Pechko |
The culture of cognitive activity of students, the culture of work when performing specific tasks in various areas of environmental management, the culture of spiritual communication with nature. |
|
G.V. Sheinis |
Ecological consciousness (as a set of environmental and environmental ideas, ideological positions and attitudes towards nature, strategies of practical activities aimed at natural objects) and environmental behavior (as a set of specific actions and behaviors of people directly or indirectly related to the impact on the natural environment, the use of natural resources). |
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S.D. Deryabo, V.A. Yasvin |
Value-motivational, cognitive, effective-operational components. |
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V.Yu.Lvova |
System of knowledge: natural science, value, normative, practical; ecological thinking; belief system; system of practical skills and abilities; culture of feelings that characterize the level of human emotional activity. |
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N.V. Ulyanova |
Systemic ecological knowledge, thinking, value orientations, environmentally conscious behavior. |
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O.V.Shishkina |
Cognitive, axiological, activity. |
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I.A. Samarina |
Fundamental ecological knowledge about the human environment, his ability to establish justified relationships with nature, through a system of skills acquired in the process of education; high level of environmental consciousness, i.e. organic alloy knowledge, moral attitudes and emotional and aesthetic experiences, on the basis of which attitudes towards the environment are formed; environmental morality, morality that determines a person’s attitude to the environment, society and himself. |
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A.V.Filinov |
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S.A. Bortnikova |
Cognitive; emotional and aesthetic; value-semantic; active; personal; communicative (dialogue between teacher and teenager; teenager and nature), creative (personal experience designed for creative use). |
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G.G.Nedyurma-gomedov |
Emotional-aesthetic, value-semantic, cognitive and activity components. |
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E.A. Igumnova |
Cognitive, emotional-aesthetic, activity. |
Despite the different understanding of the phenomenon of environmental culture and its definition among most researchers, common similar components can be identified in the structure of ecological culture:
environmental knowledge, environmental education, culture of cognitive activity, environmental consciousness, environmental thinking, ecological worldview (cognitive, value-semantic, axiological components);
culture of spiritual communication with nature, culture of feelings, emotional and aesthetic experiences (emotional, emotional and aesthetic);
work culture, environmentally conscious behavior, a system of practical skills and abilities in improving environmental management (activity, effective-operational, communicative, creative components).
Let's look at each of them next. The cognitive component is a system of natural science and environmental knowledge, views, beliefs, judgments about nature, natural phenomena, environmental problems; value orientations.
Emotional - the emotional state of the individual in the process of communicating with nature, moral and aesthetic perception of the natural environment; activity-based - the presence of a system of practical skills in environmental protection; nature of participation in environmental creative activities: activity, initiative, independence.
As part of our research, it is also important to consider the age characteristics of adolescents in order to realize their individual capabilities in the process of educating an environmental culture. Taking into account the age-related dynamics of attitudes towards nature, developed by S.D. Deryabo, V.A. Yasvin, we agree with the authors that this is the most favorable age for effective education of environmental culture.
In Russian psychology, the foundations for understanding the patterns of development at a given age are laid in the works of A.A. Bodalev, L.I. Bozovic, L.S. Vygotsky, A.B. Vorontsova, Kraiga, G., Bokuma, V.S. Mukhina, K.N. Polivanova, D.I. Feldstein, G.K. Tsukerman, G.A. Tsukerman, E.V. Chudinova D.B. Elkonina, I.V. Shapovalenko and others.
V.A. Yasvin believes that a child's relationship to the natural world is dynamic. In early adolescence, the “actional” component of the subjective-non-pragmatic type of relationship dominates: the teenager is attracted by any socially significant activity, he is ready to protect nature, interact with it, not only looking for benefits. The teenage crisis is also marked by a crisis of subjective attitude towards nature - the practical object-pragmatic type sharply comes to the fore.
Teenagers are ready for environmentally creative activities, they are receptive to environmental education, according to research scientists Ya.A. Vlyadikh, V.P. Goroshchenko, A.I. Stepanov, N.S. Dezhnikova, E.N. Dzyatkovskaya, V.A. Ignatova, V.Yu. Lvova, I.N. Ponomarev, I.A. Samarina, S.M. Suslova, O.Yu. Timofeeva and others.
Scientists note specific features of adolescents’ activities: “the author’s focus on productive activity” (K.N. Polivanova); “search for new types of social activity” (D.I. Feldshtein); “the leading activity of a teenager is in the development of new ways of social interaction with adults”; “the leading activity of a teenager as a socially significant activity” (V.V. Davydov); “the leading activity of a teenager as intimate and personal communication” (D.B. Elkonin).
A teenager strives for immediate results; it is important for him to foresee the result of future activities, discuss it with peers, and satisfy the need for self-disclosure, which manifests itself in a sharp increase in reflection as a reflection of the internal state of feelings. The main thing for this age is to get other people to evaluate your capabilities. Hence the focus on activities similar to those performed by adults, the search for activities that have real benefits and receive public appreciation. Already in the transition period (10–12 years old), students should have the opportunity to feel like real “adults”. Teachers should create a variety of situations in which teenagers could feel both their own “adulthood” and the inadequacy of their skills and outline the boundaries of their capabilities, believes the team of authors B.D. Elkonina, A.B. Vorontsova, E.V. Chudinova. Such situations can be realized, the authors believe, by significantly restructuring the nature of educational interaction between schoolchildren and teachers and classmates, for example, through multi-age cooperation and special techniques for organizing monitoring and assessment.
During this period, intensive differentiation of significant activities begins - from teaching and social activities to vagrancy and minor antisocial acts. According to N.S., the internal criterion of differentiation is Dezhnikova, is the search for activities where the child is successful, and if not successful, then free, and therefore independent.
Nurturing an ecological culture in environmental activities coincides with the developmental characteristics of a teenager’s personality. Activities determine the process of personality development, and, consequently, ecological culture in adolescents.
The emotional sphere of a teenager is characterized during this period by great brightness, strength, spontaneity, and stability. In communication with nature, the emotional attitude towards it comes to the fore, but at the same time there is no integrity of attitude, since it is “disassembled” by various educational subjects.
At this age, writes A.V. Vorontsov, there is an increase in difficulties in communication, in particular, the emergence of secrecy, negativism, conflict, emotional imbalance, lack of self-confidence, accompanied by a state of anxiety and restlessness. Considering these features, it is important, in addition to building special relationships between teachers and students, to pay attention to organizing communication between peers, which can be facilitated by special (for example, project and research) forms of organizing learning.
Despite the unstable emotional sphere, adolescence is a favorable period for the development of cognitive activity and curiosity. Their interests are still unstable and diverse, and the desire for novelty develops. Abstract, theoretical thinking, purposefulness of perception, formation of stability, selectivity, voluntary attention and verbal-logical memory are actively formed. The ability to build complex conclusions, put forward hypotheses and test them appears.
During this period, individual differences in intellectual activity become stronger, which is associated with the development of independent thinking, intellectual activity, and a creative approach to problem solving. This allows us to consider the age of 10-12 years as a sensitive period for the development of creative thinking. Considering these features, it is advisable to use them to realize abilities, determine the range of sustainable interests in the environmental sphere, especially when solving environmental problems.
I.V. Dubrovina has a different opinion regarding the educational activities of adolescents. She notes that the attitude towards educational activities and educational motivation in adolescence have a dual and even somewhat paradoxical character. On the one hand, this period is characterized by a decrease in learning motivation, which is explained by an increase in interest in the world around us, beyond the boundaries of school, and enthusiasm for communicating with peers. On the other hand, as noted above, this particular period is sensitive for the formation of new, mature forms of educational motivation. If learning acquires a personal meaning, it can become an activity of self-education and self-improvement. A decrease in educational motivation often occurs due to the fact that schoolchildren do not see the point in acquiring knowledge. The value of school knowledge is not included in their idea of adulthood. Therefore, to develop motivation for educational activities, it is important to include it in the implementation of the teenager’s leading motives: communication and self-affirmation. Significant for our research in this position is that with the development of motives for self-affirmation, the development of motives for the emotional acceptance of environmentally oriented values will also occur.
Changes in the cognitive sphere affect their attitude to the surrounding reality, as well as the development of the individual as a whole. Under the influence of learning, higher mental functions are gradually transformed into well-organized, voluntarily controlled processes.
The main psychological content of the pre-teen crisis, according to K.N. Polivanova, is a reflexive “turn on oneself”. A reflective attitude towards one’s capabilities and abilities in educational activities is transferred to the sphere of self-awareness, causing the perception of oneself “no longer as a child.” At the same time, the child’s image of adulthood goes through a number of successive stages: from the discovery of the image of adulthood to the awareness of the boundaries of one’s own adulthood, determined by the degree of independence and responsibility. This leads to the emergence of an attitude towards the extent of one’s own capabilities, abilities, etc., i.e. a reflexive attitude towards the desired adulthood arises.
Summarizing the above, we note that such features of adolescence as: the formation of interests, the discovery inner world, personal reflection, abstract logical thinking, a tendency to introspection and the desire for self-affirmation in real behavior are new developments of adolescence. Knowledge and reliance on their use in teaching practice will be the key to a more successful process of instilling an environmental culture in adolescents.
Turning to the interpretation of the problem of educating an ecological culture in philosophy, psychology and pedagogy, as well as considering the age characteristics of adolescents, allowed us to identify the distinctive features of this phenomenon and define it within the framework of our research. Ecological culture is considered as an integrative personal education of a teenager, the characteristics of which are determined by his leaders psychological characteristics: in the cognitive sphere - a set of spiritual and material values that allow one to master the system of scientific concepts on environmental problems, as well as realize the need to protect the natural environment in order to harmonize the relationship in the “nature - man” system; in the emotional sphere - moral and aesthetic feelings and experiences generated by communication with nature, as well as emotional reactions reflecting a negative attitude towards people who destroy the natural environment; in the volitional sphere - the ability to apply in practice this personal education associated with responsibility for the state of the environment, with experience in studying and protecting the natural environment.