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Citizenship. This kind of knowledge is primary acquired through the process of
formal education.
Hannigan (2014) talks about the importance of practical knowledge on the environment that often originates from the everyday experiences of, for example, villagers and small farmers. ‘This ordinary knowledge is accumulated within local
grassroots networks by breathing air, drinking water, tilling soil, harvesting forest
produce and fishing rivers, lakes and oceans’. However, ‘in contemporary societies,
where the media and education penetrate even peripheral regions, local knowledge
is a mixture of traditional knowledge, knowledge based on the local people’s own
observations and popularized science’ (Hannigan 2014).
5.3 Topical Knowledge
Knowledge provides a precondition for pro-environmental behaviour. There are
three different forms of factual environmental knowledge: (i) knowledge about how
the environmental system works, (ii) knowledge of how to achieve resource conservation and environmental preservation and (iii) knowledge about the effectiveness
of behaviours in terms of achieving best resource conservation. Environmental system knowledge can motivate action-related and effectiveness knowledge that
together promote person’s environmental behaviour. Environmental knowledge can
be divided into environmental system knowledge, action-related knowledge and
effectiveness knowledge (Roczen et al. 2014).
Increasing public awareness regarding the importance of environmental sustainability and the promotion of universal values are a way to reinvent knowledge of the
environment among the general public, to answer questions about how knowledge
about human-environment interactions can be used to develop practical strategies to
encourage pro-environmental behaviour and create sustainable environments (interdisciplinary collaboration). We should all have the congenial recognition about
work of environmental systems and the operation of natural processes; however,
civilisation brought us to live in more artificial surrounding and to lose the sensibility to natural processes understanding. That is the reason for raising awareness of
the Environmental Citizenship as a way of integrating the environment into citizenship questions. This is to the extent to which a model of citizenship, centred on the
individual, comprehends citizenship as a status that grants individuals legal protection and allows them to pursue their private interests, bearing in mind that critical
environmental issues (environmental risks), such as ozone depletion, nuclear waste
and climate change, transcend national borders and demand transnational solutions
and cooperation (cosmopolitan citizenship).
Natural ecosystem functioning in its original form (ecological or biological
approach) would mean a natural system that would be undisturbed by human interventions. This would call for an extensive protection of nature from human use and overexploitation. Whenever there is a scarcity of resources or if a living (biotic) resource is
in danger of deterioration or extinction, conservation should be a reaction to remove
5 Knowledge and Environmental Citizenship
Citizenship. This kind of knowledge is primary acquired through the process of
formal education.
Hannigan (2014) talks about the importance of practical knowledge on the environment that often originates from the everyday experiences of, for example, villagers and small farmers. ‘This ordinary knowledge is accumulated within local
grassroots networks by breathing air, drinking water, tilling soil, harvesting forest
produce and fishing rivers, lakes and oceans’. However, ‘in contemporary societies,
where the media and education penetrate even peripheral regions, local knowledge
is a mixture of traditional knowledge, knowledge based on the local people’s own
observations and popularized science’ (Hannigan 2014).
5.3 Topical Knowledge
Knowledge provides a precondition for pro-environmental behaviour. There are
three different forms of factual environmental knowledge: (i) knowledge about how
the environmental system works, (ii) knowledge of how to achieve resource conservation and environmental preservation and (iii) knowledge about the effectiveness
of behaviours in terms of achieving best resource conservation. Environmental system knowledge can motivate action-related and effectiveness knowledge that
together promote person’s environmental behaviour. Environmental knowledge can
be divided into environmental system knowledge, action-related knowledge and
effectiveness knowledge (Roczen et al. 2014).
Increasing public awareness regarding the importance of environmental sustainability and the promotion of universal values are a way to reinvent knowledge of the
environment among the general public, to answer questions about how knowledge
about human-environment interactions can be used to develop practical strategies to
encourage pro-environmental behaviour and create sustainable environments (interdisciplinary collaboration). We should all have the congenial recognition about
work of environmental systems and the operation of natural processes; however,
civilisation brought us to live in more artificial surrounding and to lose the sensibility to natural processes understanding. That is the reason for raising awareness of
the Environmental Citizenship as a way of integrating the environment into citizenship questions. This is to the extent to which a model of citizenship, centred on the
individual, comprehends citizenship as a status that grants individuals legal protection and allows them to pursue their private interests, bearing in mind that critical
environmental issues (environmental risks), such as ozone depletion, nuclear waste
and climate change, transcend national borders and demand transnational solutions
and cooperation (cosmopolitan citizenship).
Natural ecosystem functioning in its original form (ecological or biological
approach) would mean a natural system that would be undisturbed by human interventions. This would call for an extensive protection of nature from human use and overexploitation. Whenever there is a scarcity of resources or if a living (biotic) resource is
in danger of deterioration or extinction, conservation should be a reaction to remove
5 Knowledge and Environmental Citizenship