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Main page / "Knowledge. Understanding. Skill" Journal / Contents / 2014 / No. 4

Sitarov V. A., Urekeshova L. Environmental Self-consciousness as a Determinant of Environmentally Relevant Behavior

(Moscow University for the Humanities)

Abstract ♦ Environmental studies and projects have now become an investment priority for most developed states. At the same time, the majority of their citizens are still not sufficiently environmentally active. The universal alienation between individuals and the global and national environmental policies provokes irresponsible environmental behavior and careless attitude to environmental threats. This makes the challenge of making environmental consciousness and self-consciousness the foundations of environmentally relevant behavior ever more topical.

Being a powerful factor of self-criticism, self-development and self-improvement, self-consciousness regulates both particular behavior acts and their direct assessments and the long-term life planning. In this context, environmental self-consciousness guarantees a reflective and responsible attitude towards the world around, an attitude based on rational knowledge, emotional feeling and self-regulation of environmental behavior.

A dialectical unity of identification and separation which underpins the person’s self-consciousness defines the double determination of human behavior: the external one based on knowing social patterns, values, norms and prescriptions; and the internal one founded on subjectivized values and convictions.

Understanding the forms of determining human behavior is crucially important for environmental consciousness which provides the choice of environmentally relevant forms of behavior and activity.

Keywords: environmentally relevant behavior, environmental consciousness, environmental self-consciousness.


Sitarov Viacheslav Alekseevich, Doctor of Pedagogy, Professor and Chair, Department of the Pedagogy and Psychology of Higher School, Moscow University for the Humanities. Postal address: 5 Yunosti St., Moscow, Russian Federation, 111395. Tel.:+7 (495) 374-74-59. E-mail: sitarov@mail.ru

Urekeshova Larisa, Postgraduate, Department of the Pedagogy and Psychology of Higher School, Moscow University for the Humanities. Postal address: 5 Yunosti St., Moscow, Russian Federation, 111395. Tel.: +7 (499) 374-74-59. E-mail: Kuan-01@yandex.ru. Research adviser: Doctor of Pedagogy, Professor V. A. Sitarov.

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Citation: Sitarov, V. A. and Urekeshova, L. (2014)  Ekologicheskoe samosoznanie kak determinanta ekologicheski relevantnogo povedeniia lichnosti [Environmental Self-consciousness as a Determinant of Environmentally Relevant Behavior]. Znanie. Ponimanie. Umenie, no. 4, pp. 230–233. (In Russ.).

Submission date: 2.09.2014.

RUSSIAN VERSION


REFERENCES

Kriazh, I. V. (2013) Psikhologiia smyslovoi reguliatsii ekologicheski relevantnogo povedeniia [The Psychology of Semantic Regulation of Environmentally Relevant Behavior] : diss. … Doctor of Psychology. Kharkov. 435 p. (In Russ.).

Mukhina, V. S. (1999) Vozrastnaia psikhologiia: fenomenologiia razvitiia, detstvo, otrochestvo [The Psychology of Age: The Phenomenology of Development, Childhood, Adolescence]. Moscow, Akademiia Publ. Center. 456 p. (In Russ.).

Sitarov, V. A. and Mavliutova, O. S. (2002) Ekologicheskoe obrazovanie shkol'nikov v kontekste izmeniaiushchegosia mira [Environmental Education of School Students in the Context of a Changing World]. Filosofiia obrazovaniia, no. 4, pp. 102–107. (In Russ.).

Sitarov, V. A. and Revin, S. N. (2013) Didakticheskie vozmozhnosti pilotiruemoi kosmicheskoi stantsii v ekologicheskom obrazovanii shkol'nikov [Didactic Opportunities of Piloted Space Station in the Environmental Education of School Students]. Izvestiia Tul'skogo gosudarstvennogo universiteta. Gumanitarnye nauki, no. 2, pp. 478–484. (In Russ.).

Stolin, V. V. (1983) Samosoznanie lichnosti [The Self-conscience of the Person]. Moscow, Moscow State University Publ. 284 p. (In Russ.).



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"Knowledge. Understanding. Skill" No. 4 2017
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What kind of higher education will be at the end of the XXI century?
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 local with the revival of traditions of national educational models
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 there will be no necessity for it in general
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