78
But we can also distinguish the difference between local and global knowledge
(Tovey 2008). Local knowledge is often explained as ‘traditional’, ‘indigenous’ or
‘ethnic’ – the knowledge systems held by local boundary and distinctive cultural
groups (Brosius 2006). Global knowledge is identified with the extension of western sciences and technological knowledge into global knowledge. Knowledge in its
different forms and combinations can help to reconnect social and natural systems.
Knowledge management is the application of knowledge as an element of the larger
processes of social interaction, knowledge and social capital building, which aims
to unify scientific, managerial and local knowledge (Tovey 2008).
Knowledge use requires a broader view, including generation, codification, dissemination, application and assessment. When these dimensions of knowledge process are included, knowledge becomes visible in action and practice. Knowledge is
socially distributed in different and unequal forms and often faces problems associated with achieving successful cooperation (problems of inequality, social exclusion, power differences and conflicts). It is under the conditions of inequalities and
unequal opportunities, differentiated ownership and access to and control over
resources. The relationship between experts and the lay citizen is also eroded in the
public sphere. The inclusion in knowledge to local, lay actors such as consumers,
citizens, patients and clients has become a central issue for environmental sustainability projects (Tovey 2008).
Environmental knowledge should be produced as an interdisciplinary or transdisciplinary approach that uses a diversity of methods to provoke citizen- environment
interactions and to build a natural environment influence on citizen and citizen
behaviour to make positive changes in the environment. The process of the production of knowledge in Education for Environmental Citizenship encompasses a transdisciplinary approach:
– A bottom-up approach – co-production of knowledge (experts and citizens)
– Participatory process (allows the network of knowledge holders – from local
knowledge to shared knowledge)
Education for Environmental Citizenship could unify environmental education,
education for sustainability, science education and citizenship education, so the
knowledge included in the focus of Education for Environmental Citizenship should
come from these different types of educations.
Environmentology as a new term can be explained as a science discipline that
includes a complex of other sciences (biology, ecology, sociology, environmental
sciences, economy, politics, psychology, etc.) and brings a multidisciplinary
approach to understanding and acting pro-environmentally. It includes empathy and
concerns natural and cultural heritage for the future of the planet and its inhabitants.
Co-creation between the expert and the lay citizen is central to the idea of a participatory approach to the production of knowledge (Weber and Khademian 2008).
It could manifest itself as a new form of action research of natural resource
governance. It replaces the traditional politics of expertise with the recognition that
there are multiple ways of knowing, evaluating and acting towards socio-natural
M. Smederevac-Lalic et al.
But we can also distinguish the difference between local and global knowledge
(Tovey 2008). Local knowledge is often explained as ‘traditional’, ‘indigenous’ or
‘ethnic’ – the knowledge systems held by local boundary and distinctive cultural
groups (Brosius 2006). Global knowledge is identified with the extension of western sciences and technological knowledge into global knowledge. Knowledge in its
different forms and combinations can help to reconnect social and natural systems.
Knowledge management is the application of knowledge as an element of the larger
processes of social interaction, knowledge and social capital building, which aims
to unify scientific, managerial and local knowledge (Tovey 2008).
Knowledge use requires a broader view, including generation, codification, dissemination, application and assessment. When these dimensions of knowledge process are included, knowledge becomes visible in action and practice. Knowledge is
socially distributed in different and unequal forms and often faces problems associated with achieving successful cooperation (problems of inequality, social exclusion, power differences and conflicts). It is under the conditions of inequalities and
unequal opportunities, differentiated ownership and access to and control over
resources. The relationship between experts and the lay citizen is also eroded in the
public sphere. The inclusion in knowledge to local, lay actors such as consumers,
citizens, patients and clients has become a central issue for environmental sustainability projects (Tovey 2008).
Environmental knowledge should be produced as an interdisciplinary or transdisciplinary approach that uses a diversity of methods to provoke citizen- environment
interactions and to build a natural environment influence on citizen and citizen
behaviour to make positive changes in the environment. The process of the production of knowledge in Education for Environmental Citizenship encompasses a transdisciplinary approach:
– A bottom-up approach – co-production of knowledge (experts and citizens)
– Participatory process (allows the network of knowledge holders – from local
knowledge to shared knowledge)
Education for Environmental Citizenship could unify environmental education,
education for sustainability, science education and citizenship education, so the
knowledge included in the focus of Education for Environmental Citizenship should
come from these different types of educations.
Environmentology as a new term can be explained as a science discipline that
includes a complex of other sciences (biology, ecology, sociology, environmental
sciences, economy, politics, psychology, etc.) and brings a multidisciplinary
approach to understanding and acting pro-environmentally. It includes empathy and
concerns natural and cultural heritage for the future of the planet and its inhabitants.
Co-creation between the expert and the lay citizen is central to the idea of a participatory approach to the production of knowledge (Weber and Khademian 2008).
It could manifest itself as a new form of action research of natural resource
governance. It replaces the traditional politics of expertise with the recognition that
there are multiple ways of knowing, evaluating and acting towards socio-natural
M. Smederevac-Lalic et al.