74
society about the sustainability issues that are associated with civic citizenship education, civic awareness and civic participation (Awan et al. 2014). The concept of
civic sustainability (to be able to think and act) empowers change in society.
Education serves for the formation of innovative skills with the key learning goal of
understanding that sustainability and sustainable development focus not only on a
responsible relationship with nature but on questions of values, justice, equity and
our relations with each other (Awan et al. 2014).
Education can be formal, informal and/or non-formal. Formal education is
related to the process with environmental courses being a major channel of dissemination of environmental knowledge. Research and environmental initiatives
endorsed its importance as a way of educating learners with sound environmental
knowledge and achieving behavioural change. Environmental Citizenship can be
regarded as a primary goal of formal environmental education. Nevertheless, in
spite of its importance, and certain improvements that have occurred in the last few
years, environmental education is still in the peripheral position within most education systems across the world (Berkowitz et al. 2005).
Informal education, on the other hand, could be a lifelong process connected to
different phases of each individual’s life course (Williams 2005). Informal environmental knowledge can be a result of self-teaching and do-it-yourself practices that
are typical for individuals who are inclined to environmental topics; it could be a
part of work-related socialization (e.g. working for a company that deals with environmental issues) or family socialization (children who have environmental education classes in school can socialize their parents, who perhaps did not receive that
kind of formal education, into more environmentally friendly practices); or it could
be an outcome of the personal encounter with environmental problems and related
environmental activism (Escobar 1998). However, it should be noted that the scope
of informal education is rather limited since Environmental Citizenship demands a
certain level of civic and ecological literacy. Environmental issues often need adequate expertise and scientific equipment in order to be identified and understood
(Yearly 1992; Hannigan 2014). Lay, or ordinary, environmental knowledge is limited to personal experiences and local issues. Informal education refers to the experiences of everyday living from which we learn something. This includes education
gained from the value of the Internet, through newspapers, magazines, television,
radio or discussions with friends and neighbours, and conversations with children
about their environmental learning experiences.
Non-formal education refers to organised activities that are outside of educational institutions, such as learning networks, churches and voluntary associations.
This includes education that occurs due to participant involvement with government
agencies, conservation or environmental groups, zoos and environmental learning
centres such as nature centres, parks and science museums (Digby 2010). While
local practical knowledge can sometimes be very important in alerting the scientific
community to new environmental threats (the local population tends to be the first
to notice changes in the local environment, such as the outbreak of the Zika virus),
a certain level of expert (global) knowledge is essential for Environmental
M. Smederevac-Lalic et al.
society about the sustainability issues that are associated with civic citizenship education, civic awareness and civic participation (Awan et al. 2014). The concept of
civic sustainability (to be able to think and act) empowers change in society.
Education serves for the formation of innovative skills with the key learning goal of
understanding that sustainability and sustainable development focus not only on a
responsible relationship with nature but on questions of values, justice, equity and
our relations with each other (Awan et al. 2014).
Education can be formal, informal and/or non-formal. Formal education is
related to the process with environmental courses being a major channel of dissemination of environmental knowledge. Research and environmental initiatives
endorsed its importance as a way of educating learners with sound environmental
knowledge and achieving behavioural change. Environmental Citizenship can be
regarded as a primary goal of formal environmental education. Nevertheless, in
spite of its importance, and certain improvements that have occurred in the last few
years, environmental education is still in the peripheral position within most education systems across the world (Berkowitz et al. 2005).
Informal education, on the other hand, could be a lifelong process connected to
different phases of each individual’s life course (Williams 2005). Informal environmental knowledge can be a result of self-teaching and do-it-yourself practices that
are typical for individuals who are inclined to environmental topics; it could be a
part of work-related socialization (e.g. working for a company that deals with environmental issues) or family socialization (children who have environmental education classes in school can socialize their parents, who perhaps did not receive that
kind of formal education, into more environmentally friendly practices); or it could
be an outcome of the personal encounter with environmental problems and related
environmental activism (Escobar 1998). However, it should be noted that the scope
of informal education is rather limited since Environmental Citizenship demands a
certain level of civic and ecological literacy. Environmental issues often need adequate expertise and scientific equipment in order to be identified and understood
(Yearly 1992; Hannigan 2014). Lay, or ordinary, environmental knowledge is limited to personal experiences and local issues. Informal education refers to the experiences of everyday living from which we learn something. This includes education
gained from the value of the Internet, through newspapers, magazines, television,
radio or discussions with friends and neighbours, and conversations with children
about their environmental learning experiences.
Non-formal education refers to organised activities that are outside of educational institutions, such as learning networks, churches and voluntary associations.
This includes education that occurs due to participant involvement with government
agencies, conservation or environmental groups, zoos and environmental learning
centres such as nature centres, parks and science museums (Digby 2010). While
local practical knowledge can sometimes be very important in alerting the scientific
community to new environmental threats (the local population tends to be the first
to notice changes in the local environment, such as the outbreak of the Zika virus),
a certain level of expert (global) knowledge is essential for Environmental
M. Smederevac-Lalic et al.