The Environmental Action and Philosophy Matrix: An Exploratory Study of the Environmental Attitudes of Recreation Management and Environmental Studies Students

Schultz, Jeremy; Simpson, Steven; Elfessi, Abdulaziz

doi:10.1080/00958964.2010.507637

Cited by 8 publications

(7 citation statements)

References 12 publications

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“…Students enrolled in park management, outdoor recreation, and biology courses have shown more favourable environmental attitudes than students in economics and technology courses (Arnocky and Stroink 2013; Thapa 2001; Tikka and others 2000). Similarly, students in environmental studies courses displayed more biocentric attitudes than students in recreation management courses (Schultz and others 2011). While exposure to environmental courses has the potential to modify students’ environmental attitudes (Rideout 2005; Hsu 2004), students’ original views on domination of humans over the environment do not necessarily shift (Kuo and Jackson 2014).…”

Section: Discussionmentioning

confidence: 95%

Perceptions of the Antarctic wilderness: views from emerging adults in Spain and the United States

Peden¹,

Tin

Pertierra

et al. 2016

Polar Record

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The preambles of the 1959 Antarctic Treaty and the 1991 Protocol on Environmental Protection to the Antarctic state that Antarctica is to be managed in the interest of all mankind. However, key phrases such as ‘interest of all mankind’ and ‘wilderness and aesthetic values’ are subject to interpretation. The objective of this study is to gain a better understanding of public perceptions of the Antarctic wilderness, proceeding from the assumption that public views should be incorporated into the consultative parties’ decision making process. The study expands on previous research by exploring whether perceptions of the Antarctic environment varied between students at two comparably sized public universities in Spain and the United States. Four hundred undergraduate students were asked about their values, beliefs and attitudes with respect to environmental management practices in Antarctica. After controlling for course type, responses showed little variation based on nationality. A large proportion of students valued Antarctica as a science laboratory for the benefit of mankind, as one of the world's last great wildernesses, and an important component of the climate system. Students did not support an increase in the number of people going to Antarctica, and favoured limitations on infrastructure development.

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Section: Discussionmentioning

confidence: 95%

Perceptions of the Antarctic wilderness: views from emerging adults in Spain and the United States

Peden¹,

Tin

Pertierra

et al. 2016

Polar Record

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“…In the past 30 years, dozens of studies have focused on the measurements of environmental attitudes and the identification of how environmental attitudes are related with or contribute to environmental behaviour (Boubonari et al, 2013;Schultz, 2011). Most of the above studies used the original New Environmental Paradigm (Dunlap & Van Liere, 1978) or its revised version, New Ecological Paradigm (Dunlap, Van Liere, Mertig, & Jones, 2000), to assess the level of student understanding of environmental issues (i.e., environmentalism).…”

Section: Significance Of Assessing and Developing Students' Environmementioning

confidence: 99%

“…Most of the above studies used the original New Environmental Paradigm (Dunlap & Van Liere, 1978) or its revised version, New Ecological Paradigm (Dunlap, Van Liere, Mertig, & Jones, 2000), to assess the level of student understanding of environmental issues (i.e., environmentalism). After reviewing these studies, Schultz (2011) posited that in addition to the assessment of how much a person is pro-environment, there is a need to assess environmental perspective and action. Along similar lines, scholars assert that environmental education should focus on the development of action competence, including reflection, critical thinking, and participation (Englund et al, 2008;Huckle, 2008;McNeill & Vaughn, 2012).…”

Section: Significance Of Assessing and Developing Students' Environmementioning

confidence: 99%

The Impact of Socio-scientific Issue Discussions on Student Environmentalism

Wang

Hong

Liu

et al. 2018

EURASIA J MATH SCI T

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A one group pretest-posttest design of study was used to investigate the impact of Socio-Scientific Issue (SSI) discussion on college students' awareness of and selfefficacy toward environmental issues, responsibility for sustainable development, and environment-related activities. Thirty-nine students with different majors from a comprehensive university participated in the semester-long SSI intervention study. The teaching intervention is focused on empowering students to develop reflection and argumentation through watching contextual videos of current environmental issues, justifying personal standing position and achieving group consensus, and evaluating and critiquing peer group's presentations. After 17 weeks of SSI discussion and argumentation, the quantitative results revealed that students' awareness of environmental issues, responsibility for sustainable development, self-efficacy for environmental issues, and environment-related activities had been significantly promoted. Additional qualitative findings indicate that the SSI discussion has gained the leverage of changing students' decision-making and standing position on environmental issues from emphasising economic development to supporting environmental protection and sustainability. Overall, this study provides empirical evidences and original insights about the effect of SSI discussion on environmental education through highlighting the importance of engaging students in practicing reflection and argumentation.

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“…Aunque el apartado anterior de este escrito se ocupaba explícitamente de la filosofía de la educación ambiental, resulta interesante observar que al buscar la literatura sobre filosofía ambiental, precisamente uno de los ejes temáticos es la educación. Al respecto se encuentran artículos en los que se apela a enfoques interdisciplinarios como medio para resolver los problemas ambientales (Thompson & Whyte, 2011); artículos en los que se defiende la concepción ecológica del medio ambiente como un recurso para la enseñanza de los cursos de filosofía ambiental (De Laplante, 2004); artículos, en los que se indaga por las filosofías medioambientales de los estudiantes universitarios (Schultz, Simpson & Elfessi, 2011); artículos en los que se habla de las tradiciones de la filosofía de la educación ambiental (Walter, 2009); artículos en los que se habla de recursos didácticos, como películas, para la enseñanza de la filosofía ambiental (Gold, Revill & Haigh, 1996); y artículos en los que se observa el potencial de la filosofía ambiental como medio para revitalizar las humanidades dentro de la educación superior (Scott, 2004). Es menester agregar que los trabajos antes mencionados no son exclusivamente teóricos, pues mientras que el trabajo de Thompson y Whyte (2011) defiende el papel de la filosofía como medio para promover la educación ambiental interdisciplinar, el trabajo de Schultz, Simpson y Elfessi (2011) apela, más bien, a un estudio comparado de las filosofías ambientales de estudiantes matriculados en la carrera de Estudios Ambientales y en la carrera de Gestión de la Recreación de la Midwestern University.…”

Section: Apuntes Para Un Estado Del Arte De La Filosofía Ambientalunclassified

Vacíos en La Literatura Sobre Filosofía De La Educación Ambiental: Una Revisión De Las Corrientes De La Filosofía Ambiental

Baquero

2013

luaz

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Recibido el 1 de agosto de 2012 y aprobado el 19 de diciembre de 2012 RESUMEN El presente artículo es un producto preliminar del proyecto de investigación "Una propuesta de lineamientos para la formación ambiental en la educación superior colombiana", adelantado con la Universidad Antonio Nariño durante los años 2011 y 2012. Son dos los objetivos que se persiguen: por un lado, demostrar el vacío de la literatura sobre filosofía de la educación ambiental; y por otro lado, mostrar que a pesar de que las reflexiones epistemológicas sobre filosofía ambiental son pobres, la literatura sobre corrientes de la filosofía ambiental es prolífica. De manera que el orden de la exposición recurre, primero, a una revisión de la literatura sobre filosofía de la educación ambiental; segundo, a una revisión de la literatura sobre filosofía ambiental; y tercero, a un análisis de las principales corrientes, a saber, la ecología profunda, la biología de la conservación, el biorregionalismo y el ecofeminismo.

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The Environmental Action and Philosophy Matrix: An Exploratory Study of the Environmental Attitudes of Recreation Management and Environmental Studies Students

Cited by 8 publications

References 12 publications

Perceptions of the Antarctic wilderness: views from emerging adults in Spain and the United States

Perceptions of the Antarctic wilderness: views from emerging adults in Spain and the United States

The Impact of Socio-scientific Issue Discussions on Student Environmentalism

Vacíos en La Literatura Sobre Filosofía De La Educación Ambiental: Una Revisión De Las Corrientes De La Filosofía Ambiental

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