Acquisition Of Environmental Knowledge Research Articles

"An Excellent Hunter": Environmental Creolization and the Paths to Freedom in Nineteenth-Century Amazonia

Abstract: If slave societies in the Atlantic world were based on "creole ecologies," that is, on bringing enslaved African workers to the Americas to cultivate an Asian crop (sugar), then how would those workers' acquisition of environmental knowledge alter such a project? In this article I argue that a fruitful response to that question lies in the concept of environmental creolization: the process of familiarization with New World environments that enslaved people from Africa developed upon arriving in the Americas. After tracing its origins in the convergence between the historiographies of transatlantic slavery and environmental history, I discuss the trajectories of three Black individuals living in nineteenth-century Amazonia who used their knowledge of local environments to carve better working conditions inside the institution, and to slowly exit it. Their cases not only illustrate the centrality of environmental knowledge in the tropical and forested areas of the Americas, but also illuminate how a successful environmental creolization greatly impacted contests over autonomy and freedom throughout the Atlantic world.

Green returns to education: Does education affect pro-environmental attitudes and behaviors in China?

Using microdata from the Chinese General Social Survey (CGSS 2010), this paper investigates whether there are green returns to education in China, where educational attainment promotes pro-environmental attitudes and behaviors. We establish causality by exploiting the exogenous variation induced by the implementation of the Compulsory Schooling Law (CSL) in China. We find evidence that educational attainment is associated with higher levels of pro-environmental attitudes and behaviors, and these estimates are robust to various robustness checks. Further analysis reveals that the acquisition of environmental knowledge is the channel that drives the effect of education on pro-environmental attitudes and behaviors. Finally, the effects of education are heterogeneous across individuals.

ECOLOGICAL CONSCIOUSNESS FORMATION AMONG STUDENTS AS RELEVANT AND GLOBAL PROBLEM OF THE PRESENT: UKRAINIAN AND POLISH EXPERIENCE.

The aim: The purpose of the study is to develop a scientifically grounded methodology for the formation of ecological consciousness among students on the activity basis, taking into account the interdisciplinary approach in the process of extracurricular work. Materials and methods: The research was conducted during 2016-2021 on the basis of pedagogical faculty of Vasyl Stefanyk Precarpathian National University (PNU, Ukraine) in several stages.At the theoretical and diagnostic stage, the state of problem development in the scientific literature was studied; international documents on environmental protection and sustainable development were studied; domestic pedagogical experience was analyzed and generalized; through interviews, questionnaires, observations, interviews a statement experiment was carried out, which resulted in initial data on the state of environmental knowledge of future professionals, study the results of students' acquisition of environmental knowledge in university, their attitude to environmental protection, willingness to improve their knowledge of nature. 200 students were involved in the experiment. Also, students from the Warsaw Medical University (WMU, Poland) were interviewed. Results: The ecological consciousness formation among future specialists has to be done on the activity basis. It should be a purposeful and completely voluntary process, taking into account the students' interests on interdisciplinary basis, using traditional methods (narration, conversation, lecture, etc.), but with an emphasis on the activity basis. Environmental education in higher education institutions should gain the status of a strategic large-scale and high priority course, with expanded and updated content, form and methods of training, which are based on the activity basis. Conclusions: Forms and methods of ecologic and humanistic nature forming the ecological consciousness of a person create a model of positive moral and social behavior; forming such a behavior among students will ensure the nature preservation on planet Earth.

TRAINING OF FUTURE PROFESSIONALS FOR SUSTAINABLE DEVELOPMENT

The aim of the research is to develop the educational recommendations for acquiring environmental knowledge of future specialists on the basis of the analysis of the educational state of ecology in the theory and practice of higher education. Materials and methods: During the research, a group of methods was used. It consisted of the theoretical (specific search) methods i.e. analysis, comparison and generalization of scientific literature on the problem of research to systematize and summarize the facts, information, materials on the problem under study and determine the essence of basic concepts; structural and functional methods i.e. analysis of the content of curricula, textbooks, manuals, dictionaries, directories, etc.). Results: Future experts were interviewed to evaluate their environmental and professional orientation and level of environmental knowledge. The questionnaire was aimed at clarifying the following problems: determining the level of environmental knowledge of future specialists for sustainable development; attitude of students to environmental problems; determination of the level of ecological consciousness, environmental activity of students. The questionnaire was created on the Google Forms online resource and was used both online and in the standard standard face-up form in the test form filling at the classrooms. The respondents were students receiving engineering, biological and pedagogical education. The age of the participants in the experimental study reached 18-22 years. The ratio of men and women at this stage of the experiment varied within the following limits: 34.66% of male and 65.34% of male (150 persons in total). Conclusions: The great responsibility for the environment and the future gene pool of the nation rests not only on state structures but also on educators, the public, the church and other factors. We suggest, the path to the ecological culture lies through effective environmental education, through the greening of citizens’ consciousness. Therefore, in time, the reorientation of the educational system content in the dimension of sustainable development, which envisages its greening in the first place i.e. the development of environmental thinking, the acquisition of environmental knowledge, the formation of environmental behaviors so that children and adolescents can nowadays and in the future be able to satisfy their needs in safety of nature, without harming it, took care of the environment, about their own health and safety, acted in the environment and made appropriate decisions not as consumers but as conscious citizens.

Environmental knowledge strategy: driving success of the hospitality industry

PurposeThe dynamics of tourism as both an activity and an industry, combined with the growing concerns about the environment, call for continuous efforts in seeking new approaches, tools and perspectives for the acquisition of environmental knowledge by organisations in the hospitality sector. The purpose of this research is to examine the relationships between environmental knowledge, organisational learning and business performance in the context of the tourism industry. Emphasis is made on understanding the process of updating the environmental knowledge base of an organisation through appropriate learning processes within the business.Design/methodology/approachUsing a structural equation model, feedback received from 87 companies from the Spanish hospitality sector in a longitudinal study consisting of two distinct phases in 2008 and 2014 was studied.FindingsThe results of the analysis indicate that environmental knowledge has a positive impact on business performance. Also, the study found that a review of the levels of awareness about environmental problems across the organisation is required at regular intervals (in this research, six years after the initial analysis).Practical implicationsThe focus on the hospitality sector makes this research relevant for a significant number of hotels and their supply chains around the world.Originality/valueThe research has addressed the challenges of sustainability and environmental performance from a perspective not previously covered in the extant literature, an approach further improved by the longitudinal nature of this study, performed over a period of six years.

Based on Environmental Education: The Effects of Environmental Knowledge and Awareness on the Purchase Intention of New Energy Vehicles in the Southern part of China

The main objective of this study was to examine the effects of environmental knowledge and awareness on the purchase intention of NEVs, particularly in the southern part of China. In addition to that, this research was also aimed at reflecting the pivotal role played by environmental education in the acquisition of environmental knowledge and awareness. Moreover, this study was also seeking to unearth the influential role of perceived benefits and perceived risks in the purchase decision of NEVs. Stratified random sampling was used as a sampling technique for a targeted sample of participants living in Guangzhou and Shenzhen. This research made use of a qualitative approach to elicit data from the targeted respondents. The outcome of this research shows that environmental knowledge and awareness play a significant role in the purchase intention of NEVs. This research indicates that consumers who are fully equipped with the general knowledge and awareness of their environment are more willing to purchase NEVs, however they also consider other factors such as perceived risks and perceived benefits of NEVs. The goal of environmental education is to impart societal members with the general knowledge and awareness of their environment. This is meant to reinforce sustainable human behaviours and encourage green purchase behaviour. The government of China should therefore continue to improve its environmental education system in order to ensure that it addresses the current issues and adapts to the international standards. In addition, it is also recommended that the perceived risks of NEVs such as; vehicle performance, maintenance costs, possible top speed, driving range, and vehicle safety among others, are addressed in order to enhance the attractiveness of NEVs.

Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour

Abstract The promotion of environmental knowledge is viewed as a fundamental component of environmental education and a necessary prerequisite to ecological behaviour; however, it has little effect on actual behaviour. Nature-based environmental education, which combines the acquisition of environmental knowledge with the promotion of an intrinsic driver, namely connectedness to nature, is proposed as a holistic approach to increase ecological behaviour. This paper evaluates the effect of participation in nature-based environmental education in 4th to 6th graders (N = 255). As expected, increased participation in nature-based environmental education was related to greater ecological behaviour, mediated by increases in environmental knowledge and connectedness to nature. While both factors were similarly predicted by participation in nature-based environmental education, connectedness to nature explained 69% and environmental knowledge 2% of the variance in ecological behaviour. However, the design of our data do not evidence the causality of these relations, which are solely based on theoretical assumptions supported by literature. Nevertheless, the importance of fostering both environmental knowledge and connectedness to nature as complementary drivers of ecological behaviour, as offered by nature-based environmental education, should be researched further as a highly promising approach to fostering ecologically-motivated individuals.

Moving: Hunter-gatherers and the cultural geography of South America

The conditions under which the process of human colonization of South America took place are discussed. The modes of acquisition of environmental knowledge, as a way to construct a cultural geography, are also considered. An example concerning the peopling of the forests, particularly in Northwest South America, and the role of plants in the early stages of colonization is also offered. Finally the significance of non-utilitarian items, exchange, and empty lands for our understanding of the process of peopling is discussed.

The Acquisition of Environmental Knowledge through the Development of Games in a Higher Degree Course in Nigeria

The Acquisition of Environmental Knowledge through the Development of Games in a Higher Degree Course in Nigeria

Wayfinding in an Unfamiliar Environment

The purpose of this article is to explore spatial orientation and wayfinding behavior of newcomers in an unfamiliar environment and to emphasize the importance of landmarks and spatial differentiation in the acquisition of environmental knowledge. One setting with a symmetrical layout and regularly organized, monotonous units on different floors and another setting with an asymmetrical layout and repetitive units along one side of a linear corridor of one floor were used to explore different strategies for learning about large-scale spatial environments. Wayfinding performance was found to correlate with performances in sketch-map tasks and the answers of a questionnaire about each building. Most of the participants of the asymmetrical setting could complete a sketch map with a minimum of errors. In the symmetrical setting, however, some participants drew incomplete sketch maps but could find their way through the building with a minimum of errors.

Coming Full Circle: Indigenous Knowledge, Environment, and Our Future

Traditional Ecological Knowledge (TEK) as a construct of broader society is a relatively recent phenomenon, and the field that supports the acquisition of environmental knowledge from Aboriginal people has rapidly grown over the last two decades.' In part, TEK has emerged from the growing recognition that Indigenous people all over the world developed sustainable environmental knowledge and practices that can be used to address problems that face global society.2 David Suzuki, scientist and environmentalist, writes, My experience with Aboriginal people convinced me... of the power and relevance of their knowledge and worldview in a time of imminent global ecocatastrophe.3 The international community has also recognized the important role Indigenous people and their knowledge can play in global society. In 1987 the Report of the World Commission on Environment and Development (or the Brundtland Report) recognized the important role of Indigenous people in sustainable development. Five years later, at the United Nations Conference on Environment and Development, the Convention on Biodiversity (CBD) was signed, one of two legally binding agreements. The CBD reiterated the important role of Indigenous people and their knowledge for achieving sustainable environmental and resource management.4 Canada has responded to the challenges brought forth by the Convention on Biodiversity and the Brundtland Report and is incorporating TEK into various environmental decision-making processes. The field of TEK is well on its way to becoming firmly entrenched in the discourse on environmental management and decision making in Canada, particularly in the north where it is part of public policy.5 The practice and application of TEK research in Canada, and the specific research methods

FREEDOM OF MOVEMENT AND ENVIRONMENTAL KNOWLEDGE IN ELEMENTARY SCHOOL CHILDREN

The work presented in the present article was carried out for the purpose of evaluating the effects of the limitations imposed on children's autonomy on their acquisition of environmental knowledge. The representation of the home-school intinerary was investigated in 8–11 year old children who travelled along the itinerary in different ways (on their own, accompanied by an adult, on foot or by car). The tasks included a sketch map of the route and drawing the route on a blank map of the neighbourhood. In order to investigate the role of autonomy in the development of a full understanding of the environment in which they live, the children were asked to use landmarks to find their way around a blank map of the quarter and to mark on it the position of significant components of their environment. The children's freedom of movement in the quarter was investigated by indirect observation.The data were analysed and discussed as a function of the children's method of mobility, their age and gender. The results confirm the importance of the type of individual—environment interaction, in particular of freedom of movement, in acquiring, processing and structuring environmental knowledge. Children going to school on their own achieved the best performances in both making a sketch map of the itinerary and in drawing their movements on a blank map of the quarter. Even when the representation of the environment in which they live is taken into account, the key role played by autonomy is confirmed.

Gender Differences in Acquisition of Environmental Knowledge Related to Wayfinding Behavior, Spatial Anxiety and Self-Estimated Environmental Competencies.

This study investigated gender differences inwayfinding and representation of an unfamiliar building.Thirty-two white German adults (undergraduates,graduates, academic staff, carpenters, social workers) carried out three wayfinding runs, eachfollowed by a representation task either of drawing amap or of writing a description of the environment.Self-estimation of spatial anxiety and environmentalcompetencies was assessed before the task. Men recalled moreroute directions in maps and descriptions than women.Independent from element quantity, women preferredlandmarks to route directions under both conditions. Men preferred mixed representations withsimilar proportions of landmarks and route directions intheir first and second representation and showed a weaklandmark preference only in the last representation. Route direction preferences related to higherspeed in wayfinding (more men) and higherself-estimation of wayfinding competence. Landmarkpreferences related, in women only, to higherself-estimated levels of spatial anxiety. Speed in wayfinding,self-estimation of competencies, and spatial anxietyoverlapped predictability of gender on differences inenvironmental representation.

Sight and Knowledge

Sight is our dominant sense modality in the acquisition of environmental knowledge. Cultural, personal and academic contexts, however, mean that the relationship between sight and knowledge is reciprocal and ambivalent in nature. A wide variety of examples illustrate how knowledge both widens and narrows vision. Mode of explanation and ordering of knowledge, though embedded in previous conceptions, rely heavily on insight and current perception. We live in a visual world. Our environment consists of outward and visible expressions of our culture, in the transmission of which the visual has always played a prime role, be it building, ritual, dress--or blackboard. Moreover, for the most recent generations the advent of television has dramatically widened the eye of immediate comprehension. While psychologists debate its influence as an electronic child-minder and entertainer, its power is recognized and sought by advertiser and politician alike. The written word has therefore undergone revaluation. Steiner has written generally on the retreat of literary culture,1 which, ironically enough, has occurred during a period of exponential growth in the amount of material published. The devaluation of textual expression or argument, epitomized in tabloid, or 'popular' newspapers, may occasionally be discerned among weightier publications. One recent venture, for instance, a ten-volume encyclopaedia, demoted the written text to only two of its volumes, the bulk forming a 'colourpaedia' of illustrations.2 Geography is to such an extent a visual discipline that, uniquely among the social sciences, sight is almost certainly a prerequisite for its pursuit.3 Visual aids characterize its classroom teaching, while outside field observation and inculcation of an eye for country are essential complementary requisites. Geographers therefore are--or should be--strongly interested in the nature of seeing, and in the consequent ramifications of such findings for their exercise of describing and understanding man-environment relationships. Certainly the advance of radical and humanistic approaches in general, and of perception and image studies in particular, have reawakened recent interest. The aim of the present essay is to reflect on various aspects of the relationship between sight-including insight, foresight, even hindsight-and the acquisition, evaluation and ordering of environmental knowledge.