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the resource from human use. Economic viability is the most important aspect of sustainability, while social and ecological aspects are realised mainly incidentally.
5.4 Types of Knowledge
Several relevant definitions and typologies of knowledge are put forward by different authors. Frick et al. (2004) consider that there are three types of knowledge
forms that must work together in promoting conservation behaviour:
• System knowledge, or the understanding of the natural states of ecosystems and
the processes within them
• Action-related knowledge, when people know what can be done about environmental problem
• Effectiveness knowledge, or knowledge about the benefit (effectiveness) of environmentally responsible actions
Roczen et al. (2014) have recently applied this typology of knowledge to their
competence model for environmental education. The model itself specifically
addresses the relative importance of knowledge in the causation of pro- environmental
behaviours and specifies that affective factors (such as connectedness to nature
(Frantz and Mayer 2014) and environmental values (Bogner and Wiseman 2004))
are more accurate predictors of such actions. At the same time, the model does give
a central role to knowledge, and it clarifies that not all knowledge is equally important. Systems knowledge (or factual knowledge over the environment) in this competence model has no direct effect on the environmental behaviour of individuals.
There are the two more applied forms of knowledge that do have an effect: knowing
how to perform actions (action-related knowledge) and being able to distinguish
between several options. Which one has what impact on the natural environment
appears to be an important precondition for environmental action-taking by individuals. These findings have significant implications for the design of the curricula
that aim to foster Environmental Citizenship. Such curricula should clearly include
important emphases on applied knowledge and allow for learners to acquire knowledge and understanding of possible actions that can contribute to addressing specific environmental problems. Does this then mean that in such curricula there is no
need for systems knowledge? If we look back at the competence model for environmental education from Roczen et al. (2014), it becomes clear that while systems
knowledge has no direct impact on environmental action-taking by individuals, it
does contribute to building both action-related knowledge and effectiveness knowledge. Indeed, while systems knowledge in itself is not enough, the two applied
forms of knowledge cannot be built in the absence of systems knowledge.
In addition to the three types of knowledge in the competence model described
above, there is also a fourth type: social knowledge. This is occasionally included,
chosen individually based on personal preferences, standards and existing social
ties (Hanna 1995). According to Frick et al. (2004), knowledge structure is crucial
M. Smederevac-Lalic et al.
the resource from human use. Economic viability is the most important aspect of sustainability, while social and ecological aspects are realised mainly incidentally.
5.4 Types of Knowledge
Several relevant definitions and typologies of knowledge are put forward by different authors. Frick et al. (2004) consider that there are three types of knowledge
forms that must work together in promoting conservation behaviour:
• System knowledge, or the understanding of the natural states of ecosystems and
the processes within them
• Action-related knowledge, when people know what can be done about environmental problem
• Effectiveness knowledge, or knowledge about the benefit (effectiveness) of environmentally responsible actions
Roczen et al. (2014) have recently applied this typology of knowledge to their
competence model for environmental education. The model itself specifically
addresses the relative importance of knowledge in the causation of pro- environmental
behaviours and specifies that affective factors (such as connectedness to nature
(Frantz and Mayer 2014) and environmental values (Bogner and Wiseman 2004))
are more accurate predictors of such actions. At the same time, the model does give
a central role to knowledge, and it clarifies that not all knowledge is equally important. Systems knowledge (or factual knowledge over the environment) in this competence model has no direct effect on the environmental behaviour of individuals.
There are the two more applied forms of knowledge that do have an effect: knowing
how to perform actions (action-related knowledge) and being able to distinguish
between several options. Which one has what impact on the natural environment
appears to be an important precondition for environmental action-taking by individuals. These findings have significant implications for the design of the curricula
that aim to foster Environmental Citizenship. Such curricula should clearly include
important emphases on applied knowledge and allow for learners to acquire knowledge and understanding of possible actions that can contribute to addressing specific environmental problems. Does this then mean that in such curricula there is no
need for systems knowledge? If we look back at the competence model for environmental education from Roczen et al. (2014), it becomes clear that while systems
knowledge has no direct impact on environmental action-taking by individuals, it
does contribute to building both action-related knowledge and effectiveness knowledge. Indeed, while systems knowledge in itself is not enough, the two applied
forms of knowledge cannot be built in the absence of systems knowledge.
In addition to the three types of knowledge in the competence model described
above, there is also a fourth type: social knowledge. This is occasionally included,
chosen individually based on personal preferences, standards and existing social
ties (Hanna 1995). According to Frick et al. (2004), knowledge structure is crucial
M. Smederevac-Lalic et al.