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The problem of humanitarization of ecology and environmental education in the context of solving environmental problems

Review Article
EDN: RLFDRR DOI: 10.31483/r-114537
Open Access
International academic journal «Development of education». Volume 7
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Published in:
International academic journal «Development of education». Volume 7
Author:
Ekaterina V. Petrova 1
Work direction:
Pedagogy and Modern Education
Pages:
42-48
Received: 16 November 2024 / Accepted: 17 December 2024 / Published: 18 December 2024

Rating:
Article accesses:
408
Published in:
doaj РИНЦ
1 Federal State Institution of Science Institute of Philosophy of the Russian Academy of Sciences
For citation:
Petrova E. V. (2024). The problem of humanitarization of ecology and environmental education in the context of solving environmental problems. Development of education, 7(4), 42-48. EDN: RLFDRR. https://doi.org/10.31483/r-114537
UDC 37.01:168.521

Abstract

The article is devoted to the analysis of the current trend in environmental science and environmental education – humanitarization. A brief description of the stages and varieties of environmental education and upbringing is given and it is concluded that at all stages one of the main goals of environmental education is the development of a full–fledged, comprehensive environmental consciousness and environmental culture. A developed environmental awareness and ecological culture are powerful weapons in the fight against the environmental crisis. The most effective in this regard is humanitarian ecology, the task of which is to form in the minds of students a valuable, personal, ethical, aesthetic attitude to nature, awareness of the unity of humanity and nature. Environmental awareness cannot be formed only on the basis of a system of environmental prohibitions and information about environmental disasters. Culture, society, symbolic worlds (for example, digital) occupy an increasing place in the human mind, displacing the natural world from it. The task of humanitarian ecology is to return nature to man, albeit in an indirect, refracted form. It is possible to accomplish this task through the use of an environmental narrative, artistic and aesthetic means, and moral and environmental education. The humanitarization of environmental education is recognized as the main vector of its development until 2030.

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