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in practice for designing knowledge-based campaigns and educational curricula. It
is explained that the understanding of a problem (system knowledge) can lead to the
ability to acquire action-related knowledge, while basic scientific knowledge alone
cannot lead to the target behaviour. However, even if a person knows what actions
need to be taken, the final decision will be based on effectiveness knowledge, which
is in line with the findings of Roczen et al. (2014). Boeve-de Pauw and Van Petegem
(2018) show that the lack of impact of the educational programmes on students’
environmental actions could be due to an absence of focus on the applied types of
knowledge in formal education. According to these conclusions, knowledge-based
education should focus on all three knowledge forms. Environmental education aim
should be to foster expectations about the impact or effectiveness of individual
behaviour as a necessary additional input to promote desired behaviour in the society and surrounding.
5.5 Knowledge Use and Production
Bruckmeier and Tovey (2008) proposed four variants of understanding and practising resource management for sustainability and clear differentiation of types of
knowledge that will be applied in resolving individual approaches to optimal
resource management:
• Scientific approach (especially ecological) is used as a guiding knowledge in the
resource renewal. This approach means managing the renewal of resources during use or after, e.g. sustainable forest management, energy consumption reduction (ecological modernization).
• Managerial-political knowledge is guiding knowledge in the quality of life
approach. The quality of life approach means the resource is managed to improve
some conception of local quality of life (access to water, fuel, landscape, health).
• Local knowledge is crucial in the management of a resource to provide improved
sustainable local livelihoods.
• Different knowledge forms, scientific, managerial and local become combined
when the resource is managed through the participation or cooperation of those
who have an interest in it being sustained. Participatory resource management
including local resource-dependent stakeholders, scientists, global actors and
resource-dependent animals all become involved, and there is no longer one generally dominant knowledge form.
While scientific knowledge is mainly explicit, well documented, institutionalized and sequential, local knowledge is experiential, informal, simultaneous and
often tacit (lay knowledge) (Rahman 2000; Bruckmeier 2004). Local knowledge
sometimes overlaps with traditional knowledge, although the dynamics of the succession of these types are different (Bodorkós et al. 2005). Managerial knowledge
is often combined with political-managerial knowledge (Bruckmeier and
Tovey 2008).
5 Knowledge and Environmental Citizenship
in practice for designing knowledge-based campaigns and educational curricula. It
is explained that the understanding of a problem (system knowledge) can lead to the
ability to acquire action-related knowledge, while basic scientific knowledge alone
cannot lead to the target behaviour. However, even if a person knows what actions
need to be taken, the final decision will be based on effectiveness knowledge, which
is in line with the findings of Roczen et al. (2014). Boeve-de Pauw and Van Petegem
(2018) show that the lack of impact of the educational programmes on students’
environmental actions could be due to an absence of focus on the applied types of
knowledge in formal education. According to these conclusions, knowledge-based
education should focus on all three knowledge forms. Environmental education aim
should be to foster expectations about the impact or effectiveness of individual
behaviour as a necessary additional input to promote desired behaviour in the society and surrounding.
5.5 Knowledge Use and Production
Bruckmeier and Tovey (2008) proposed four variants of understanding and practising resource management for sustainability and clear differentiation of types of
knowledge that will be applied in resolving individual approaches to optimal
resource management:
• Scientific approach (especially ecological) is used as a guiding knowledge in the
resource renewal. This approach means managing the renewal of resources during use or after, e.g. sustainable forest management, energy consumption reduction (ecological modernization).
• Managerial-political knowledge is guiding knowledge in the quality of life
approach. The quality of life approach means the resource is managed to improve
some conception of local quality of life (access to water, fuel, landscape, health).
• Local knowledge is crucial in the management of a resource to provide improved
sustainable local livelihoods.
• Different knowledge forms, scientific, managerial and local become combined
when the resource is managed through the participation or cooperation of those
who have an interest in it being sustained. Participatory resource management
including local resource-dependent stakeholders, scientists, global actors and
resource-dependent animals all become involved, and there is no longer one generally dominant knowledge form.
While scientific knowledge is mainly explicit, well documented, institutionalized and sequential, local knowledge is experiential, informal, simultaneous and
often tacit (lay knowledge) (Rahman 2000; Bruckmeier 2004). Local knowledge
sometimes overlaps with traditional knowledge, although the dynamics of the succession of these types are different (Bodorkós et al. 2005). Managerial knowledge
is often combined with political-managerial knowledge (Bruckmeier and
Tovey 2008).
5 Knowledge and Environmental Citizenship