The influence of home environment on the characteristics and level of development of environmental consciousness in students
The three basic types of environmental consciousness (anthropocentric, biocentric, ecocentric) allowing for a person’s attitude towards nature and his/her activity in the natural environment have underlain a more detailed classification, which includes ten subtypes of environmental consciousness (EC...
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| Cite this: | The influence of home environment on the characteristics and level of development of environmental consciousness in students / O. Maksymenko // Социология: теория, методы, маркетинг. — 2017. — № 3. — С. 135-142. — англ. |
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| citation_txt | The influence of home environment on the characteristics and level of development of environmental consciousness in students / O. Maksymenko // Социология: теория, методы, маркетинг. — 2017. — № 3. — С. 135-142. — англ. |
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| description | The three basic types of environmental consciousness (anthropocentric, biocentric, ecocentric) allowing for a person’s attitude towards nature and his/her activity in the natural environment have underlain a more detailed classification, which includes ten subtypes of environmental consciousness (EC). These subtypes are defined as follows: anthropocentric-contemplative, anthropocentric-pragmatic, anthropocentric-destructive, anthropocentric-preserving, biocentric-altruistic, biocentric-syncretic, biocentric-aggressive, ecocentric-rational, ecocentric-constructive and ecocentric-oppositional. The author underscores the necessity of forming an ecocentric type of EC among the younger generation since it is the first step to overcoming global environmental crisis and ensuring sustainable development of the society. Family education is thought to play an important role in the development of a person ’s environmental consciousness as a whole and its related components as well (environmental awareness, environmental responsiveness, readiness for protecting nature, environmentally friendly consumption, etc.).
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Ol’ha Maksymenko
The influence of home environment on environmental consciousness in students
OL’HA MAKSYMENKO,UDC 504.03
Leading Sociologist of the Department of Me -
thodology and Methods of Sociology, Institute
of Sociology, National Academy of Sciences of
Ukraine
The in flu ence of home en vi ron ment on the
char ac ter is tics and level of de vel op ment of
en vi ron men tal con scious ness in stu dents1
Abstract
The three ba sic types of en vi ron men tal con scious ness (an thro po cen tric, biocentric,
ecocentric) al low ing for a per son’s at ti tude to wards na ture and his/her ac tiv ity in the
nat u ral en vi ron ment have un der lain a more de tailed clas si fi ca tion, which in cludes ten
sub types of en vi ron men tal con scious ness (EC). These sub types are de fined as fol lows:
an thro po cen tric-con tem pla tive, an thro po cen tric-prag matic, an thro po cen tric-de struc -
tive, an thro po cen tric-pre serv ing, biocentric-al tru is tic, biocentric-syn cret ic, bio cent ric-
ag gres sive, ecocentric-ra tio nal, ecocentric-con struc tive and ecocentric- oppositional.
The au thor un der scores the ne ces sity of form ing an ecocentric type of EC among the
youn ger gen er a tion since it is the first step to over com ing global en vi ron men tal cri sis and
en sur ing sus tain able de vel op ment of the so ci ety. Fam ily ed u ca tion is thought to play an
im por tant role in the de vel op ment of a per son’s en vi ron men tal con scious ness as a whole
and its re lated com po nents as well (en vi ron men tal aware ness, en vi ron men tal re spon -
sive ness, readi ness for pro tect ing na ture, en vi ron men tally friend ly con sump tion, etc.).
Keywords: environment, environmental consciousness, environmental responsiveness,
readiness for protecting nature, environmentally friendly consumption
The cur rent state of the ma jor world eco sys tems, when wa ter, air and soil are
be ing in creas ingly con tam i nated with in dus trial and do mes tic waste but avail -
Со ци о ло гия: те о рия, ме то ды, мар ке тинг, 2017, 3 135
1 This is a slightly modified version of the paper presented at the 6th International Scientific
and Practical Web Conference “Tendencies and Prospects for Development of Science and
Education Under Globalisation” (15-16 August 2015, Pereyaslav-Khmel’nyts’kyi, Ukraine).
The Ukrainian version of the paper was published in “Ukrainian Society: Monitoring of Social
Changes”, 2(16), 2015, pp. 466-475.
able bi o log i cal re sources (in par tic u lar, green ar eas and fresh wa ter) are be ing
quickly de pleted pri mar ily as a re sult of un rea son able eco nomic ac tiv ity and ex -
ces sive con sump tion, is noth ing but a cause for deep con cern. Tim Flannery, an
ex-di rec tor of the South Aus tra lian Mu seum in Adelaide, noted that “... we have
dis turbed the bal ance of na ture so much that al ready be gun to threaten the land
that feeds us. Ob vi ously, we are be com ing a threat to our own ex is tence”1.
The “Eco log i cal Foot print” concept, suggested by Canadian professor William
E. Rees, characterises the impact of each individual, settlement or country as a
whole on nature. In fact, it is the difference between the amount of natural
resources consumed within a certain period of time and those whose nature is able
to renew. The Ecological Footprint is measured in global hectares of biologically
productive land or water. According to the data provided by World Wildlife Fund
(Living Planet Report), these figures have been rapidly increasing, especially since
the 1980s. Furthermore, the greatest “contribution” to the disturbance of en vi ron -
men tal balance is made by rich countries: Qatar, Kuwait, the United Arab Emi -
rates, Denmark, the United States of America, Belgium, Australia, Canada, the
Netherlands, and Ireland. According to calcu lations, if all the countries in the
world consumed the same amount of natural resources as America does, humanity
would need five Earths. Ukraine’s eco logical footprint is 3.19 global hectares per
person. Besides, this figure has grown for the last two years. If all the people in the
world consumed the same amount of natural resources as Ukrainians do, we would
need one and a half Earth [Life for Life, s. a.].
An other quan ti ta tive char ac ter is tic of the Earth’s ecosystems is the Liv ing
Planet In dex (LPI). It is a measure of the state of the world’s biological diversity
based on population trends of vertebrate species from around the world. During
the period of 1970–2000 the LPI decreased by approximately 37%. Although
people consider themselves as masters of the planet, they act irresponsibly or
even cruelly. They neither feel any compassion for animals or plants nor care
about conservation of natural resources and utilisation of waste products which
pollute (or even destroy) the environment. Such irresponsible behaviour to -
wards environment has a destabilising effect on the world’s ecological balance,
which in its turn threatens human existence, since overconsumption of natural
resources and increasing environmental pollution can lead to irreversible chang -
es in the biosphere and make it unsuitable for life.
Ob vi ously, it is im pos si ble to stop us ing the Earth’s natural resources.
However, their use can in no way mean the unconditional domination of human
beings over nature. Thus, the existing forms of interaction between nature and
civilisation should be replaced by new ones, based on pro-en vi ron men tal val ues,
which in their turn are oriented towards environmental protection and pre s er va -
tion and reflected not only in the national environmental policy or eco-friendly
manufacturing processes, but also in people’s everyday behaviour.
These steps in clude, first of all, rea son able and re spon si ble con sump tion of en -
ergy and re sources (by re duc ing need less en ergy waste, in par tic u lar), green pur -
chase be hav iour (choos ing prod ucts made from re cy cled ma te ri als or us ing eco-
friendly tech nol o gies, re fusal to buy prod ucts from man u fac tur ers breach ing en -
136 Со ци о ло гия: те о рия, ме то ды, маркетинг, 2017, 3
Ol’ha Maksymenko
1 This and all subsequent quotes are translated from Ukrainian by the author.
vironmental stan dards), par tic i pa tion in var i ous en vi ron men tal ac tiv i ties (tree
plant ing, beach and park clean-ups, waste col lec tion, etc.), sav ing wa ter and elec -
tric ity in house holds, and, be sides, popu lar isa tion of ac tive and healthy life style.
Un doubt edly, type of en vi ron men tal con scious ness and level of its de vel op -
ment de ter mine per sons’ en vi ron men tal at ti tudes and be hav iour (that is to say,
how they per ceive and treat the na ture). Rus sian en vi ron men tal psy chol o gists
S.D. Deriabo and V.A. Yasvin noted that “...man kind has trav elled a long way in
de vel op ing re la tion ships with na ture, and a cer tain type of en vi ron men tal con -
scious ness pre vailed at each stage of the pro cess” [Deriabo, 1996: p. 6]. So, the
schol ars un der stand the en vi ron men tal con scious ness as “... the existing per cep -
tions of the natural world along with corresponding strategies and techno logies for
interaction between humans and nature” [Deriabo, 1996: p. 11]. Being a collection
of ideas and views about the natural world, the environmental con sciousness,
according to a Ukrainian social psychologist V.O. Skrebets’, “reflects the attitudes
towards nature both at an individual level and in the society as a whole” [Skrebets’,
2004: p. 87]. Environmental consciousness also performs a re gulating function
since it mediates human activity in the natural environment — from the moment of
goal setting to achieving and technological realisation of the goal.
En vi ron men tal con scious ness has a spe cific set of fea tures, such as level of
rep re sen ta tion of the ex ist ing so cial val ues and in sti tu tions, prog nos tic el e ments
which are nec es sary when deal ing with a cer tain en vi ron men tal prob lem (“ori en -
ta tion to the pres ent for the sake of the fu ture”), a per son’s ori en ta tion to a par tic -
u lar so cial group or so ci ety as a whole (which im plies the pos si bil ity of pre vent ing
eco log i cal dis tur bances or tak ing part in liq ui da tion of con se quences of hu -
man-caused en vi ron men tal di sas ters, etc.) [Medvedev, 2001: p. 162]. Ac cord ing
to Ukrai nian so ci ol o gist O.H. Stehnii, en vi ron men tal con scious ness is a sum of
sig nif i cant ideas about cat e go ries and phe nom ena per tain ing to in di vid ual or so -
cial en vi ron men tal ex pe ri ence which pre cedes en vi ron men tal ac tiv i ties [Steh nii,
2012: p. 125].
Rus sian so ci ol o gists V.N. Vasil’yeva and M.A. Torgunakova think that a more
ex act de scrip tion of en vi ron men tal con scious ness may be ob tained by us ing the
square of op po si tion. Tak ing into ac count per sons’ aware ness and con cern for en vi -
ron men tal is sues, as well as their prac ti cal ac tions, the re search ers di vided them
into four ma jor groups: per sons hav ing pos i tive ac tive, neg a tive ac tive, pos i tive pas -
sive and neg a tive pas sive attitudes towards nature [Vasil’yeva, 2007: p. 135].
There are four ba sic types of en vi ron men tal con scious ness, which have been
formed dur ing evo lu tion of the sys tem “hu man — na ture”. The syn cret ic em -
braces understanding of human beings as a small but inseparable part of nature;
biocentric or na ture-cen tred regards nature as of the greatest value and calls on
humans to subordinate themselves to the natural world. The an thro po cen tric
type takes a human being as dominating all other living creatures, so the natural
world is supposed to serve various human needs. Ecocentric consciousness brings
to the fore humans’ living and developing in harmony with nature [Deriabo,
1995: p. 28–36; Liovochkina, 2004: p. 83–85].
Tak ing into ac count the above-men tioned types of en vi ron men tal con -
scious ness, the au thor has sug gested a more de tailed typology of this phe nom e -
non [Maksymenko, 2009: p. 23–27], which con sists of ten sub types of en vi ron -
men tal con scious ness (See Ta ble 1).
Со ци о ло гия: те о рия, ме то ды, мар ке тинг, 2017, 3 137
The influence of home environment on environmental consciousness in students
Table 1
Basic subtypes of environmental consciousness
Types of
en vi ron -
men tal
con scious -
ness
Sub types of
en vi ron men tal
con scious ness
Types of
“hu man — na ture”
re la tion ships
Types of
hu man behaviour
in na ture
Needs
be ing met
)der tnec-na
muh( cir tne co porh tn
A
An thro po cen -
tric-con tem -
pla tive
Sub ject-ob ject (hu -
man is the sub ject
while na ture is the
ob ject of re la tion -
ship)
Neu tral or en vi ron -
men tally ap pro pri -
ate
Aes thetic, cog ni tive
An thro po cen -
tric-prag matic
Sub ject-ob ject In dif fer ent, aloof or
overtly consumerist
Util i tar ian, aes the -
tic, cog ni tive
An thro po cen -
tric-de struc tive
Sub ject-ob ject
En vi ron men tally
de vi ant (de struc -
tive, ag gres sive),
with out fore see ing
con se quences of
their own ac tions
Ma te rial needs and
un real ised la tent
ag gres sive in cli na -
tions
An thro po cen -
tric-pre serv ing
Sub ject-ob ject En vi ron men tally
ex pe di ent
Ba sic needs (wa ter,
food, cloth ing, shel -
ter1), aes thetic
needs
)der tnec-eru tan( cirtnecoi
B
Biocentric-
al tru is tic
Sub ject-ob ject
En vi ron men tally
ap pro pri ate, ac -
tively sym pa thetic
Eth i cal as pi ra tions:
na ture is the ob ject
of care and pro tec -
tion
Biocentric-
syn cret ic
Ob ject-sub ject (hu -
man is the ob ject
while na ture is the
sub ject of re la tion -
ship)
En vi ron men tally
ex pe di ent
Aes thetic needs,
eth i cal as pi ra tions:
na ture is of the
great est value
Biocentric-
ag gres sive
Sub ject-ob ject Rad i cal en vi ron -
men tal ism
Op pos ing hu mans
against na ture
cirtnecoc
E
Ecocentric-
ra tio nal
Sub ject-sub ject Ra tio nal use of nat -
u ral re sources
Aes thetic needs,
eth i cal as pi ra tions,
need of liv ing in
har mony with
nature
Ecocentric-
con struc tive
Sub ject-sub ject Con struc tive en vi -
ron men tal ac tiv i ties
Aes thetic needs,
eth i cal as pi ra tions,
cog ni tive needs,
util i tar ian needs
Ecocentric-
oppositional
Sub ject-sub ject En vi ron men tal ac -
tiv ism
Eth i cal as pi ra tions,
cog ni tive needs,
util i tar ian needs
138 Со ци о ло гия: те о рия, ме то ды, маркетинг, 2017, 3
Ol’ha Maksymenko
1 This is typical of rural population or people who live in mountain areas, coastal regions,
near forests, etc.
Un doubt edly, the cur rent en vi ron men tal cri sis is caused by dom i na tion of an -
thro po cen tric type of en vi ron men tal con scious ness, in par tic u lar an thro po cen -
tric-prag matic and an thro po cen tric-de struc tive sub types. Sur viv ing in to day’s
world and pre vent ing fur ther ex pan sion of the en vi ron men tal cri sis is pos si ble only
by de vel op ing the ecocentric type of en vi ron men tal con scious ness, which, in its
turn, im plies re in ter pre ta tion of the place and role of hu mans in na ture and re con -
sid er a tion of re la tion ships be tween so ci ety and na ture. En vi ron men tal ed u ca tion
programmes should en cour age stu dents not only to get to know na ture better but
also to par tic i pate per son ally in en vi ron men tal ac tions. Need less to say, pos sess ing
a cer tain amount of knowl edge is not enough. Hu mans should learn to feel em pa thy
for other liv ing crea tures and think them selves only as a small part of na ture. More -
over, they should real ise the fact that the Earth’s re sources are lim ited and learn to
use them care fully. No body else but us peo ple did harm to na ture, so no body else
but us can save it. These steps are nec es sary for form ing an en vi ron men tally con -
scious per son, which must begin in the family.
There fore, it would be ad vis able to study the in flu ence of fam ily back ground
on stu dents’ en vi ron men tal con scious ness. Re search ers from Eskisehir Osman gazi
Uni ver sity (Tur key) paid spe cial at ten tion to the fol low ing char ac ter is tics of en vi -
ron men tal con scious ness: readi ness for pro tect ing na ture, eco-friendly con sump tion
and en vi ron men tal re spon sive ness. The study was aimed at measuring these three
characteristics and identifying the relationship between them, on the one hand;
education level of respondents’ parents1 and their place of residence (type of
settlement where respondents live with their families: city, town or village), on the
other hand. The respondent’s gender was also taken into account [Yilmaz, 2001].
A 39-item ques tion naire was de vel oped and used to mea sure the above char -
ac ter is tics of en vi ron men tal con scious ness.
The re spon dents were ex pected to fill in the form con sist ing of three sec tions.
The first sec tion con tained 20 state ments con cern ing readi ness for pro tect ing na -
ture, the sec ond sec tion (7 state ments) was re lated to eco-friendly con sump tion
and the third one re ferred to en vi ron men tal re spon sive ness (12 state ments). The
re spon dents in di cated their level of agree ment or dis agree ment with each state -
ment us ing a 5-point Likert scale. The vari ants of an swers were as fol lows: 1 point
— “I never can do it”; 2 points — “I can not prom ise I will do it”; 3 points — “it is dif fi -
cult to say”; 4 points — “I prom ise I will do it”; 5 points — “I firmly prom ise I will do
it” (for state ments from the first sec tion); 1 point — “never”; 2 points — “rarely”;
3 points — “from time to time”; 4 points — “of ten”; 5 points — “al ways” (for state -
ments re lated to eco-friendly con sump tion); 1 point — “strongly dis agree”; 2 points
— “dis agree”; 3 points — “nei ther agree nor dis agree”; 4 points — “agree”; 5 points —
“strongly agree” (for state ments con cern ing en vi ron men tal re spon sive ness)2.
Со ци о ло гия: те о рия, ме то ды, мар ке тинг, 2017, 3 139
The influence of home environment on environmental consciousness in students
1 Education levels of the respondent’s father and mother were analysed separately.
2 Here are some statements related to eco-friendly consumption (1, 2) and environmental
responsiveness (3, 4): 1. I prefer buying products from manufacturers supporting environ mental
projects. 2. I choose products that can be recycled or reused / products that are made from
renewable materials. 3. I am afraid that environmental pollution will make the Earth unsuitable
for life. 4. I am worried about the fact that industrial waste causes environmental pollution.
There were 500 ran domly se lected stu dents who par tic i pated in the re search
(49% of them were women, 51% — men). The ques tion naire had been pre-tested
on a small sam ple (60 re spon dents) in or der to iden tify un clear or non-cor rect
state ments and de lete them.
The state ments re lated to readi ness for pro tect ing na ture (cevre koruma
vaadi) and results are presented in Table 2.
Table 2
The level of readiness for protecting nature among students
of Eskisehir Osmangazi University (Turkey), points by Likert scale
Arithmetic mean
Respondent’s
gender
Education level of a
respondent’s mother
Male Female Primary
education
Complete
secondary
education
Higher
education
1 2 3 4 5 6
А1. I will take part in plant ing
trees 3,56 3,31 3,38 3,29 3,60
А2. I will sort my house hold waste
be fore throw ing it in the dust bin so
that it could be re cy cled
3,90 3,51 3,71 3,56 3,77
А3. I will com plain to rel e vant au -
thor i ties about peo ple pol lut ing
the en vi ron ment
3,36 3,14 3,27 3,08 3,38
А4. I will warn my fam ily mem bers
and close friends about buy -
ing/con sum ing un nec es sary things
3,87 3,64 3,83 3,57 3,87
А5. I will ad mon ish peo ple not to
harm plants and trees in parks and
gar dens
3,85 3,56 3,70 3,60 3,74
А6. I will fight against those who
pose a threat to the en vi ron ment 3,70 3,41 3,54 3,45 3,62
А7. I will not be cruel and ag gres -
sive to the en vi ron ment where I live
and to the peo ple who live there
4,19 3,89 4,08 3,98 3,99
А8. Be ing wor ried about the coun -
try’s eco nomic well-be ing, I will
not cause di rect or in di rect dam age
to the en vi ron ment both at my
work place and in ev ery day life
3,96 3,72 3,81 3,75 3,92
А9. I will do ev ery thing in my
power to make the en vi ron ment
where I live more suit able for life
3,96 3,86 4,01 3,84 3,89
А10. I will take part in clean-up ac -
tiv i ties 3,44 3,07 3,14 3,05 3,50
А11. Un der stand ing the fact that
the Earth’s re sources are lim ited, I
will op pose their ir re spon si ble ex -
ploi ta tion
3,95 3,72 3,88 3,71 3,90
140 Со ци о ло гия: те о рия, ме то ды, маркетинг, 2017, 3
Ol’ha Maksymenko
1 2 3 4 5 6
А12. I will not con sume un nec es -
sary things to re duce my im pact on
the en vi ron ment as much as pos si -
ble
3,1 3,68 3,83 3,68 3,85
А13. I will use care fully the prod -
ucts made from oil, coal, nat u ral
gas and iron ore, since these nat u -
ral re sources can not be re plen ished
3,91 3,68 3,95 3,64 3,80
А14. If I see a drip ping tap, I will
turn it off or fix it 4,32 4,07 4,31 4,12 4,16
А15. I will turn off lights when I
am not us ing them 4,32 4,15 4,35 4,15 4,20
А16. I will use both sides of a sheet
of pa per when tak ing notes 4,28 3,96 4,15 4,04 4,11
А17. I will give warn ing to com pa -
nies or pri vate per sons who pol lute
the en vi ron ment
3,74 3,53 3,66 3,52 3,70
А18. I will take an ac tive part in
en vi ron men tal pro jects (like
ТЕМА’s)1
3,33 2,94 2,97 2,94 3,41
А19. I will vol un tarily work for the
sake of na ture and man kind 3,57 3,06 3,23 3,11 3,49
А20. I will fol low all the rules of
this agree ment so that the en vi ron -
ment I am go ing to leave for fu ture
gen er a tions could be cleaner than
now
3,96 3,66 3,87 3,66 3,88
The au thors re ported that all of these char ac ter is tics (readi ness to pro tect
na ture, eco-friendly con sump tion and en vi ron men tal re spon sive ness) were de -
ter mined mainly by ed u ca tion level of the re spon dent’s mother (chil dren of
highly ed u cated moth ers had higher lev els of readi ness to pro tect na ture, eco-
friendly con sump tion and en vi ron men tal re spon sive ness) and by type of set tle -
ment (the re spon dents who lived with their fam i lies in big cit ies or towns had
higher lev els of readi ness to pro tect na ture, eco-friendly con sump tion and en vi -
ron men tal re spon sive ness than coun try side res i dents). How ever, there was no
sig nif i cant cor re la tion be tween ed u ca tion level of the re spon dent’s fa ther and
these char ac ter is tics. This fact may be ex plained by tra di tional dis tri bu tion of
fam ily re spon si bil i ties be tween moth ers and fa thers in Tur key (the fa ther is re -
spon si ble for the fam ily’s ma te rial well-be ing, while the mother takes care of psy -
cho log i cal cli mate). As to gen der dif fer ences in en vi ron men tal at ti tudes, it
should be noted that fe male re spon dents dem on strated higher lev els of en vi ron -
Со ци о ло гия: те о рия, ме то ды, мар ке тинг, 2017, 3 141
The influence of home environment on environmental consciousness in students
Table 2 (cont.)
1 TEMA (Turkiye Erozyonla Mucadele, Agaclandirma ve Dogal Varliklari Koruma Vakfi) —
Turkish Foundation for Reforestation, Combating Soil Erosion and the Protection of Natural
Habitats (the TEMA Foundation).
men tal re spon sive ness, while male re spon dents were more in clined to par tic i pate
in var i ous en vi ron men tal move ments and ac tiv i ties.
Ob vi ously, the fam ily plays a very im por tant role since what ever we do we
usu ally tend to pat tern our be hav iour on the per ceived ex pec ta tions of our fam ily
and close rel a tives.
References
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Diagnosing and Correcting Environmental Attitudes) / S.D. Deriabo, V.A. Yasvin. — Moscow
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Ol’ha Maksymenko
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| id | nasplib_isofts_kiev_ua-123456789-182134 |
| institution | Digital Library of Periodicals of National Academy of Sciences of Ukraine |
| issn | 1563-4426 |
| language | English |
| last_indexed | 2025-12-07T16:59:16Z |
| publishDate | 2017 |
| publisher | Iнститут соціології НАН України |
| record_format | dspace |
| spelling | Maksymenko, O. 2021-12-14T19:44:08Z 2021-12-14T19:44:08Z 2017 The influence of home environment on the characteristics and level of development of environmental consciousness in students / O. Maksymenko // Социология: теория, методы, маркетинг. — 2017. — № 3. — С. 135-142. — англ. 1563-4426 https://nasplib.isofts.kiev.ua/handle/123456789/182134 504.03 The three basic types of environmental consciousness (anthropocentric, biocentric, ecocentric) allowing for a person’s attitude towards nature and his/her activity in the natural environment have underlain a more detailed classification, which includes ten subtypes of environmental consciousness (EC). These subtypes are defined as follows: anthropocentric-contemplative, anthropocentric-pragmatic, anthropocentric-destructive, anthropocentric-preserving, biocentric-altruistic, biocentric-syncretic, biocentric-aggressive, ecocentric-rational, ecocentric-constructive and ecocentric-oppositional. The author underscores the necessity of forming an ecocentric type of EC among the younger generation since it is the first step to overcoming global environmental crisis and ensuring sustainable development of the society. Family education is thought to play an important role in the development of a person ’s environmental consciousness as a whole and its related components as well (environmental awareness, environmental responsiveness, readiness for protecting nature, environmentally friendly consumption, etc.). This is a slightly modified version of the paper presented at the 6th International Scientific and Practical Web Conference “Tendencies and Prospects for Development of Science and Education Under Globalisation” (15-16 August 2015, Pereyaslav-Khmel’nyts’kyi, Ukraine). The Ukrainian version of the paper was published in “Ukrainian Society: Monitoring of Social Changes”, 2(16), 2015, pp. 466-475. en Iнститут соціології НАН України Социология: теория, методы, маркетинг Статьи The influence of home environment on the characteristics and level of development of environmental consciousness in students Article published earlier |
| spellingShingle | The influence of home environment on the characteristics and level of development of environmental consciousness in students Maksymenko, O. Статьи |
| title | The influence of home environment on the characteristics and level of development of environmental consciousness in students |
| title_full | The influence of home environment on the characteristics and level of development of environmental consciousness in students |
| title_fullStr | The influence of home environment on the characteristics and level of development of environmental consciousness in students |
| title_full_unstemmed | The influence of home environment on the characteristics and level of development of environmental consciousness in students |
| title_short | The influence of home environment on the characteristics and level of development of environmental consciousness in students |
| title_sort | influence of home environment on the characteristics and level of development of environmental consciousness in students |
| topic | Статьи |
| topic_facet | Статьи |
| url | https://nasplib.isofts.kiev.ua/handle/123456789/182134 |
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