154
10.3 The Duty to Act and Spheres of Environmental
Citizenship Action
In the domain of ethical values, responsibility depends on the level of understanding
and perception of these values by people and by society. It refers to normative principles that determine the behaviour of people at any time and situation. The development of environmental knowledge and values leads to higher levels of
environmental responsibility (Slavoljub et al. 2015) as those who have the knowledge also have the duty to act. A literate citizen, someone educated who can understand the problem, the structural causes and the interrelationships and who has the
skills and competences to look for solutions, cannot be idle. However, the inaction
of enlightened persons has been recently described by Plotica (2019), pointing out
the general behaviour of persons who evade or deny a citizenship responsibility,
despite the accumulated scientific evidence and consensus of our impact and subsequent consequence on ecosystems. To exercise this responsibility, one must also
learn to assert their guarantees against political arbitrariness or against powerful
lobbies. Environmental Citizens have the responsibility to support and foster future
behavioural changes in different spheres. For this they need to be empowered in
order to increase adherence to Environmental Citizenship values. Education for
Environmental Citizenship means to teach in participatory ways, not only theoretically but actively, forming motivated citizens who are capable of participating in
collective problem-solving and decision-making processes. So, it is necessary to
promote ways of committed thinking and regulating our actions based on interpersonal commitment and individual and collective responsibility. Being aware of
one’s own behaviour and consequence is the first step to modify attitudes and
assume responsibility. It can be understood as preparatory to an ethical relationship
with all of society and nature (Plotica 2019).
Environmental awareness develops feelings and respect beyond the environmental scope and in some way should allow a wider sustainable development with
social, political, economic and cultural implications. Citizen participation is much
more than simply throwing your vote into the ballot box. In an active community
with a high level of commitment, there are other options for public participation and
political influence (e.g. through public institutions and other organisations) with the
ultimate final goal of producing change in society. Environmental Citizens should
properly use the consultation and discussion mechanisms that enable them to take
part in the decision-making processes. Effective participation in decision-making is
a key tool for addressing the problems that society currently faces (Löwy 2006).
Moreover, it has been shown that participation provides opportunities for learning
and practising environmental responsibility (Heras 2007).
Education for Environmental Citizenship includes actions in the private and public spheres as well as organisational behaviour. According to Stern (2000), environmentally relevant private sphere behaviours have a direct impact on the environment
and actions, including consumer choices (sustainable consumption) such as buying
organic products, avoiding purchases from companies harming the environment,
G. Parra et al.
10.3 The Duty to Act and Spheres of Environmental
Citizenship Action
In the domain of ethical values, responsibility depends on the level of understanding
and perception of these values by people and by society. It refers to normative principles that determine the behaviour of people at any time and situation. The development of environmental knowledge and values leads to higher levels of
environmental responsibility (Slavoljub et al. 2015) as those who have the knowledge also have the duty to act. A literate citizen, someone educated who can understand the problem, the structural causes and the interrelationships and who has the
skills and competences to look for solutions, cannot be idle. However, the inaction
of enlightened persons has been recently described by Plotica (2019), pointing out
the general behaviour of persons who evade or deny a citizenship responsibility,
despite the accumulated scientific evidence and consensus of our impact and subsequent consequence on ecosystems. To exercise this responsibility, one must also
learn to assert their guarantees against political arbitrariness or against powerful
lobbies. Environmental Citizens have the responsibility to support and foster future
behavioural changes in different spheres. For this they need to be empowered in
order to increase adherence to Environmental Citizenship values. Education for
Environmental Citizenship means to teach in participatory ways, not only theoretically but actively, forming motivated citizens who are capable of participating in
collective problem-solving and decision-making processes. So, it is necessary to
promote ways of committed thinking and regulating our actions based on interpersonal commitment and individual and collective responsibility. Being aware of
one’s own behaviour and consequence is the first step to modify attitudes and
assume responsibility. It can be understood as preparatory to an ethical relationship
with all of society and nature (Plotica 2019).
Environmental awareness develops feelings and respect beyond the environmental scope and in some way should allow a wider sustainable development with
social, political, economic and cultural implications. Citizen participation is much
more than simply throwing your vote into the ballot box. In an active community
with a high level of commitment, there are other options for public participation and
political influence (e.g. through public institutions and other organisations) with the
ultimate final goal of producing change in society. Environmental Citizens should
properly use the consultation and discussion mechanisms that enable them to take
part in the decision-making processes. Effective participation in decision-making is
a key tool for addressing the problems that society currently faces (Löwy 2006).
Moreover, it has been shown that participation provides opportunities for learning
and practising environmental responsibility (Heras 2007).
Education for Environmental Citizenship includes actions in the private and public spheres as well as organisational behaviour. According to Stern (2000), environmentally relevant private sphere behaviours have a direct impact on the environment
and actions, including consumer choices (sustainable consumption) such as buying
organic products, avoiding purchases from companies harming the environment,
G. Parra et al.