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systems over time. Sustainability is strongly shaped by differences in culture, historical experience and economic and environmental conditions. The four pillars
approach for social, economic, cultural and ecological (or environmental) sustainability aims for the achievement of balanced economic development, social inclusion and environmental protection (Bruckmeier and Tovey 2008; Boström 2012).
Interdisciplinary collaboration provides a different view on the phenomenon, while
in combination they provide a comprehensive picture on the problem (architecture,
geography, social and cognitive psychology, environmental science). Sustainability
can be seen as a guiding idea rather than as a target point of development (Kelemen
et al. 2008). Sustainability planning requires the involvement of a wide range of
actors with different forms of knowledge, interests and value commitments, and in
an ideal situation knowledge-sharing among these actors may become the source of
community learning. The participatory approach to knowledge production and the
development of expertise is a platform of interaction between participants in sustainability planning and combining different types of knowledge to assure the
above-mentioned sustainability (expert, scientific, managerial, tacit or lay) flows
into the same project (Csurgó et al. 2008).
5.6 Conclusion
The concept of Environmental Citizenship includes knowledge, awareness, responsibility, consciousness, ability and respectful behaviour towards the environment
both at an individual level and a societal level. It should therefore be perceived as
the guiding lifestyle option for future generations. However, in order to adopt such
a lifestyle, Environmental Citizenship should be clearly defined, while at the same
time misconceptions such as ‘the environment only concerns ecology’ should be
abolished. There has been a growing concern throughout the last few decades about
the damage that human activities have caused to the environment. No single person
gets up in the morning and decides to intentionally contribute to climate change,
destruction of the ozone layer, deforestation, etc. What appear to be harmless daily
decisions/actions often have far-reaching consequences on the planet. The aim
should be to make everyone aware of their ecological footprint (defined as the influence of the everyday activities of every individual person on the planet Earth)
through Environmental Citizenship. The goal of this chapter is to emphasise the
need to establish an Education for Environmental Citizenship that includes basic
knowledge from the very beginning of our educational system. This would be
achieved by focusing the knowledge gained in these two pillars: (i) relevant knowledge to Environmental Citizenship and (ii) which instrument decides on the knowledge gained through (formal and non-formal) Education for Environmental
Citizenship.
An education programme with an emphasis on ‘environmentology’ could provide a conceptual conscientious approach to life and the planet’s resources. It should
5 Knowledge and Environmental Citizenship
systems over time. Sustainability is strongly shaped by differences in culture, historical experience and economic and environmental conditions. The four pillars
approach for social, economic, cultural and ecological (or environmental) sustainability aims for the achievement of balanced economic development, social inclusion and environmental protection (Bruckmeier and Tovey 2008; Boström 2012).
Interdisciplinary collaboration provides a different view on the phenomenon, while
in combination they provide a comprehensive picture on the problem (architecture,
geography, social and cognitive psychology, environmental science). Sustainability
can be seen as a guiding idea rather than as a target point of development (Kelemen
et al. 2008). Sustainability planning requires the involvement of a wide range of
actors with different forms of knowledge, interests and value commitments, and in
an ideal situation knowledge-sharing among these actors may become the source of
community learning. The participatory approach to knowledge production and the
development of expertise is a platform of interaction between participants in sustainability planning and combining different types of knowledge to assure the
above-mentioned sustainability (expert, scientific, managerial, tacit or lay) flows
into the same project (Csurgó et al. 2008).
5.6 Conclusion
The concept of Environmental Citizenship includes knowledge, awareness, responsibility, consciousness, ability and respectful behaviour towards the environment
both at an individual level and a societal level. It should therefore be perceived as
the guiding lifestyle option for future generations. However, in order to adopt such
a lifestyle, Environmental Citizenship should be clearly defined, while at the same
time misconceptions such as ‘the environment only concerns ecology’ should be
abolished. There has been a growing concern throughout the last few decades about
the damage that human activities have caused to the environment. No single person
gets up in the morning and decides to intentionally contribute to climate change,
destruction of the ozone layer, deforestation, etc. What appear to be harmless daily
decisions/actions often have far-reaching consequences on the planet. The aim
should be to make everyone aware of their ecological footprint (defined as the influence of the everyday activities of every individual person on the planet Earth)
through Environmental Citizenship. The goal of this chapter is to emphasise the
need to establish an Education for Environmental Citizenship that includes basic
knowledge from the very beginning of our educational system. This would be
achieved by focusing the knowledge gained in these two pillars: (i) relevant knowledge to Environmental Citizenship and (ii) which instrument decides on the knowledge gained through (formal and non-formal) Education for Environmental
Citizenship.
An education programme with an emphasis on ‘environmentology’ could provide a conceptual conscientious approach to life and the planet’s resources. It should
5 Knowledge and Environmental Citizenship