242
interdependence, and therefore require new approaches in understanding, managing
and correlating people’s relationship with nature. One of the most important outputs
of Education for Environmental Citizenship is its contribution in solving current
environmental problems. For Environmental Citizens it is vital to demonstrate willingness and responsibility towards solving environmental problems. Scholars (e.g.,
Effeney and Davis 2013; Short 2010a, b; Desjean-Perrotta et al. 2008) argue for the
importance of involving both students and teachers in authentic environmental
problems. However, according to Green et al. (2016), there have been only few
projects that highlight the role of citizens and governmental collective bodies in
solving environmental problems until now. In order to be able to resolve environmental problems, students need to acquire skills and competencies such as problem
solving, social skills (e.g., collaboration, communication), argumentation and decision making skills, critical thinking, systems thinking, scientific or evidence-based
thinking, and creative and empathic thinking (e.g, Schusler et al. 2009; Berkowitz
et al. 2005; Mintzes et al. 1998; Schauble 1996). Retrospectively, such skills and
competences can be cultivated in students if they are engaged in current authentic
environmental problems.
15.2.4 Preventing Environmental Problems
The importance of preventing new environmental problems was highlighted in the
Tbilisi Declaration (UNESCO 1977). It is aligned with the precautionary principle,
which calls for protective actions for the environment even if evidence of harm
remains uncertain (Foster et al. 2000). It incorporates willingness and attitudes for
eliminating the creation of new environmental problems. For this, the identification
of a threat, the understanding of uncertainty, the evaluation of different alternatives
and decision making for the appropriate stance or action are all important (Sandin
1999). With these goals the EEC Model is charged to foster Environmental Citizens
who are capable and willing to prevent new environmental problems.
15.2.5 Achieving Sustainability
Achieving sustainability is an ultimate task of education for Environmental
Citizenship. Principles that underlie sustainability include concepts such as intergenerational equity, social justice, environmental preservation and restoration, natural resource conservation, and just and peaceable societies laying in the three
dimensions of environmental, social and economic sustainability (UNESCO 2005).
Achieving sustainability, from the Education for Environmental Citizenship perspective, includes also the co-creation of sustainability policy and the active participation of citizens in moving towards sustainability. Those citizens believe that
environmental sustainability is the common good, living by the principles and
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi
interdependence, and therefore require new approaches in understanding, managing
and correlating people’s relationship with nature. One of the most important outputs
of Education for Environmental Citizenship is its contribution in solving current
environmental problems. For Environmental Citizens it is vital to demonstrate willingness and responsibility towards solving environmental problems. Scholars (e.g.,
Effeney and Davis 2013; Short 2010a, b; Desjean-Perrotta et al. 2008) argue for the
importance of involving both students and teachers in authentic environmental
problems. However, according to Green et al. (2016), there have been only few
projects that highlight the role of citizens and governmental collective bodies in
solving environmental problems until now. In order to be able to resolve environmental problems, students need to acquire skills and competencies such as problem
solving, social skills (e.g., collaboration, communication), argumentation and decision making skills, critical thinking, systems thinking, scientific or evidence-based
thinking, and creative and empathic thinking (e.g, Schusler et al. 2009; Berkowitz
et al. 2005; Mintzes et al. 1998; Schauble 1996). Retrospectively, such skills and
competences can be cultivated in students if they are engaged in current authentic
environmental problems.
15.2.4 Preventing Environmental Problems
The importance of preventing new environmental problems was highlighted in the
Tbilisi Declaration (UNESCO 1977). It is aligned with the precautionary principle,
which calls for protective actions for the environment even if evidence of harm
remains uncertain (Foster et al. 2000). It incorporates willingness and attitudes for
eliminating the creation of new environmental problems. For this, the identification
of a threat, the understanding of uncertainty, the evaluation of different alternatives
and decision making for the appropriate stance or action are all important (Sandin
1999). With these goals the EEC Model is charged to foster Environmental Citizens
who are capable and willing to prevent new environmental problems.
15.2.5 Achieving Sustainability
Achieving sustainability is an ultimate task of education for Environmental
Citizenship. Principles that underlie sustainability include concepts such as intergenerational equity, social justice, environmental preservation and restoration, natural resource conservation, and just and peaceable societies laying in the three
dimensions of environmental, social and economic sustainability (UNESCO 2005).
Achieving sustainability, from the Education for Environmental Citizenship perspective, includes also the co-creation of sustainability policy and the active participation of citizens in moving towards sustainability. Those citizens believe that
environmental sustainability is the common good, living by the principles and
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi