The Baltic University Programme - A regional university network on sustainable development

Chapter 21
Behaviour and the Environment

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Objectives

In this chapter you should learn that:

  • Lifestyle or how we conduct our lives is determined by three main factors: 1) structure of society and how it is organized, 2) values and ethics of the individual, 3) education and information.

  • Individuals, organizations and authorities are three different levels of actors with significant but different influence on the environment

  • Upbringing and education play fundamental roles in how a person decides to live her life.

  • The ethics of sustainable development starts with the concept that we have moral duties to the people of future generations.

  • Ethics could be seen as the answer to the question about what we should do or ought to do.

  • Ethics are the set of values we have and how we reflect upon them and how we apply them.

  • Ethics and morality are parts of our worldview or philosophy.

  • Ethics require that we are responsible for the actions we take.

  • Most decisions about environmental protection has a dimension of conflict between values although it may not always be clear.

  • Anthropocentric ethics where human interests are in the centre, characterizes the policy documents of sustainable development.

  • Biocentric or life-centered ethics could be difined as: the view that living beings, and only them, has internal value and are morally significant, that is can be treated morally right or wrong, and humans have moral obligations to them.

  • Ecocentric ethics holds that species or ecosystems are objects of moral consideration and need to be respected.

  • Environmental education needs to start at an early age to touch your belief system.

  • One of the first definitions of environmental education was proposed in 1970.

  • The Belgrade Charter from 1975 is a significant statement on environmental education.

  • According top the Belgrade Charter the Environmental Education Objectives are: awareness, knowledge, attitude, skills, evaluation ability and, participation.

  • To be effective environmental education should be combined with environmental communication.

  • The study of environment related behaviour has its historic roots in studies of health related behaviour.

  • It is possible to change habits to more environmental friendly ones, but it is a long process in many steps.

 

 © 2004 Baltic University Programme