Why man does not behave in an environmentally responsible way and what geography education could do to change this.

Autor/in	Köck, Helmuth
Titel	Why man does not behave in an environmentally responsible way and what geography education could do to change this.
Quelle	Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development. Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 203-211 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Geographiedidaktische Forschungen. 42
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-925319-29-7
Schlagwörter	Egozentrismus; Verhalten; Verhaltensänderung; Evolution; Mensch; Umweltzerstörung; Mensch-Umwelt-Beziehung; Verantwortung; Umweltbewusstsein; Umweltschutz; Neuropsychologie; Komplexität; Prävention; Strategie; Tagungsbeitrag
Abstract	Environmentally responsible behaviour cannot generally be taken for granted even if people show a highly developed environmental awareness. This statement is based on innumerable empirical studies of the earth's environmental problems and has also been confirmed by research on the gap between environmental awareness and environmental behaviour. The reasons for this evidence derive from at least three different contexts: The evolutionary context: Striving for survival and, related to this, the desire for the feeling of pleasure as the highest motivational factor for action, requires as its paramount behavioural strategy egocentric, here and-now human perspectives, and as a subordinate behavioural strategy wishes and desires such as advantage, benefit, profit, success, comfort, habit, power and reputation. If they exceed a certain degree of intensity these strategies work in a way that is harmful to the environment. The neuropsychological context: Neuroscience states that the cognitive scope of the human brain is not sufficient to understand and anticipate the ecological complexity of the environment. Therefore people cannot react adequately. Accordingly the idea of "free will" and therefore responsibility for what we do is questioned from the neuroscientists' viewpoint. The situational context: This context deals, for example, with the complexity of the world/environment, inadequate knowledge, competitive interests, the relativity of values and standards and growing up in a culture of environmental degradation. Possible preventive strategies to be discussed in geography education include: attempts to influence human behaviour towards environmentally responsible action using evolutionary behavioural strategies; punishment of environmentally damaging behaviour; proceeding from environmental behaviour to environmental awareness; educating people to act from a perspective of insight and a sense of responsibility; promoting complex and abstract thinking. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2023/1