Implementing the ideas of enviromentalism into the practice of teacher training

Abstract

The article considers the problem of environmentalism as a new ideology of the environmental protection movement. The essential features of the aforementioned definition are identified, and its components are characterized. Attention is focused on the approaches of scholars to the consideration of varieties of globalistic environmental consciousness, namely: eco-destructive (an aggressive attitude towards the environment irrespective of personal interests or the interests of humanity); anthropocentric (humans are the highest value, everything is directed towards satisfying their needs); eco-consumerist (predominance of pragmatism over environmental protection activities); neutral (an indifferent attitude towards the conservation of natural resources and environmental protection); environmental (a high degree of awareness of global ecological problems, a steadfast aspiration for the implementation of effective methods for their humane resolution). Various forms (utilization of Internet resources, solving case studies, conducting ecological discussions with personal presentations and video films, educational trainings, ecological volunteering, organizing quests for cleaning local areas from pollution, ecological fairs, sorting household waste, ecotourism, etc.) and methods of education (interactive, problem-based, research-based, photo and video documentation, environmental actions, etc.) are characterized. According to the results of the conducted experimental work, it was established that students predominantly exhibit an aesthetic attitude towards nature (first rank among second–fourth-year students, second – among first-year students), possess superficial ecological knowledge (indicators increase with years of study and range from 0.77 to 2.11 points), and episodically demonstrate a caring attitude towards nature (from 67.92% among firstyear students to 79.17% – among master’s students).).