Environmentální výchova. Ale jaká?

Článek analyzuje environmentální výchovu jako širokou kategorii zahrnující pět rozdílných směrů, které se odlišují na úrovni vymezení základních cílů i používaných prostředků. Stručně charakterizuje výchovu ekologickou, o Zemi, hlubinně ekologickou, globální a výchovu k udržitelnosti všímá si jejich silných i slabých stránek. Upozorňuje na nesnáze vyplývající z eklektického přístupu k environmentální výchově ve školní praxi

Navigating institutional pressure in state-socialist and democratic regimes: The case of movement brontosaurus

Using the case of Movement Brontosaurus, a Czech organization founded in state socialist times, this article investigates how civic associations and nongovernmental organizations seeking to promote alternatives to the status quo respond to institutional pressures in different political and social contexts. The case shows that under state socialism, Brontosaurus appeared to conform to state mandates and societal expectations. However, its formal structure was decoupled from many activities to obscure its oppositional intent.After the transition to democracy, the organization was only able to maintain its place in society after it aligned its structure and practices with each other and openly expressed its alternative agenda. The findings demonstrate how social change and alternative lifestyle organizations vary their responses to institutional pressure in ways that enable them to realize their values and pursue their missions while accounting for the political and social contexts in which they are embedded

Environmental Citizenship in Primary Formal Education

The concept of Environmental Citizenship, as it has been developed in this project, calls for the development of specific awareness, attitudes, skills, behaviours and competences that need to be cultivated from early childhood for active civic participation. Primary formal education could provide opportunities for the achievement of these goals. In this chapter, we elaborate on how Environmental Citizenship, which provides the specifics of age and formal settings, could be approached and the educational strategies that could be recommended or avoided based on the existing literature. This chapter also provides an overview of the most important educational aims regarding the development of Environmental Citizenship in primary formal education. These include environmental sensitivity, a sense of justice, a basic understanding of ecological systems, necessary skills for the investigation of ecological and social phenomena, and action skills that relate to active participation in community issues. We suggest that successful educational interventions, integrated pedagogical approaches and key designing principles could promote Environmental Citizenship at primary schools. In addition, effective training and professional development programmes can equip teachers with the knowledge, values, skills and strategies necessary to implement Environmental Citizenship at this level