El desarrollo de la cultura de gestión ambiental en estudiantes de
secundaria en educación no formal con enfoque cultural y ecológico
The development of environmental management culture in high school students in
non-formal education with a cultural and ecological focus
Natalia N. Demidova
1
, Natalya F. Vinokurova
2
, Anna A. Loshchilova
3
,
Anastasia V. Zulkharnaeva
2a
, Anna V. Matveeva
5
Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod,
Russia
12345
ORCID ID: https://orcid.org/0000-0003-3536-7382
1
ORCID ID: https://orcid.org/0000-0002-2673-7700
2
ORCID ID: https://orcid.org/0000-0002-6296-5516
3
ORCID ID: https://orcid.org/0000-0003-2210-8648
4
ORCID ID: https://orcid.org/0000-0002-0018-4052
5
Recibido: 03 de mayo de 2020 Aceptado 12 de octubre de 2020
Resumen
El propósito del artículo es desarrollar el paradigma educativo de la cultura de la gestión
ambiental para una educación avanzada orientada al desarrollo sostenible. Se establecen los
fundamentos metodológicos de la investigación, presentados por enfoques metodológicos
culturales-ecológicos, axiológicos, de actividad personal, integrales-situacionales. Se definen
los principales métodos de investigación: análisis sistémico-estructural, generalización,
sistematización, diseño y experimentación pedagógica. Se revelan los criterios, indicadores y
métodos para diagnosticar la formación de los componentes de la cultura de gestión de la
naturaleza. A partir de la investigación se desarrolló una metodología para la formación de una
cultura de gestión ambiental en el contexto de la educación no formal, que incluye el objetivo,
el contenido, las etapas y la tecnología de las situaciones integrales de orientación cultural. Para
implementar esta metodología en la práctica educativa, se desarrolló un programa de actividades
para “equipos verdes” escolares: “Estamos en el paisaje cultural de las fincas de nuestra tierra
natal”, se revela su objetivo, contenido, se muestra la interconexión de las secciones del
programa con la tecnología de situaciones integrales culturalmente orientadas. Se presentan los
resultados de un experimento pedagógico organizado en los sitios experimentales de la
Universidad de Minin. Los resultados del experimento, en el que participaron 360 estudiantes
de secundaria, permitieron sacar una conclusión sobre la eficacia de la formación de una cultura
de gestión ambiental entre los estudiantes en el contexto de la educación no formal de
orientación cultural y ecológica.
Palabras clave: cultura, ecología, paisaje cultural, educación, educación no formal, tecnologías
pedagógicas, enfoque integral.
a
Correspondencia al autor:
E-mail: anastasia.zulkharnaeva@yandex.ru
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Apuntes Universitarios, 2021: 11(1), enero-marzo
ISSN: 2304-0335 DOI: https://doi.org/10.17162/au.v11i1.569
apuntesuniversitarios.upeu.edu.pe
Abstract
The purpose of the article is to develop the educational paradigm of the culture of environmental
management for advanced education aimed at sustainable development. The methodological
foundations of the research are established, presented by cultural-ecological, axiological,
personal-activity, integral-situational methodological approaches. The key research methods
are defined: system-structural analysis, generalization, systematization, design, and
pedagogical experiment. Criteria, indicators and methods for diagnosing the formation of the
components of the culture of nature management are revealed. Because of the research, a
methodology for the formation of a culture of environmental management in the context of non-
formal education was developed, including the goal, content, stages and technology of
culturally oriented integral situations. To implement this methodology in educational practice,
a program of activities for school “green teams” was developed: “We are in the cultural
landscape of estates of our native land”, its purpose, content is revealed, the interconnection of
the sections of the program with the technology of culturally oriented integral situations is
shown. The results of a pedagogical experiment organized at the experimental sites of Minin
University are presented. The results of the experiment, in which 360 high school students took
part, made it possible to draw a conclusion about the effectiveness of the formation of a culture
of environmental management among students in the context of non-formal education of
cultural and ecological orientation.
Keywords: culture, ecology, cultural landscape, education, non-formal education, pedagogical
technologies, integral approach.
Introduction
At present, human activities related to the development of nature are becoming a global
factor that alters the face of the planet and aggravates environmental problems. The current
level of natural resources consumption has led to a worldwide phenomenon – exceeding the
capacity of natural ecosystems. Nature is a resource that has substantial economic importance
and sustains life. The more intensely humankind exploits the planet adapting nature to its needs,
the more urgent the problem of developing the culture of rational environmental management
is (Ghaffari & Tonkaboni, 2020). Scientists claim that the ecological crisis is fundamentally a
crisis of the culture of human civilization. Obviously, we should develop the values of a new
culture that should ensure the preservation of the natural foundations of life and sustainable
development. An essential step in the development of this culture and building a “desired
future” was the UNESCO International Conference “Culture: the Key to Sustainable
Development,” held in May 2013 in Hangzhou (China). The Hangzhou Declaration “Culture
and Sustainable Development” (2013) was adopted at this conference. This document states
that culture, as a human activity, should overcome a systemic crisis caused by the interaction
between humans and nature and the problems of environmental management. Education is to
play a unique role in solving this problem as one of the means of “developing creative and
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effective solutions to environmental problems.” This idea was expanded in the paper of the
Summit on Sustainable Development (September 2015) – “Transforming Our World: The 2030
Agenda for Sustainable Development.” According to this document, “culture is the driver and
vector of sustainable development” and plays a vital role in developing education for
environmental sustainability (Sustainable Development Goals, n.d.). Thus, the modern concepts
of the transition to sustainable development emphasize the need for integrating culture into
national and international politics as one of its strategic elements and into all educational
systems as the most significant social institution. Today, education is part of the social practices
of personal development and becomes a tool for the development of culture, society, and the
individual. Therefore, we can talk about the emergence of a culture-centric educational
paradigm.
Literature review
Russian scientists (Bakhtin, 2000; Bibler, 2002; Gessen, 1995; Gerder, 1977; Moiseev,
1999) noted that the culturological function of education becomes the leading one: it turns into
a genetic matrix of the reproduction of society and acts as a means for personal development.
In the context of this paradigm and as a polyfunctional category, culture becomes the core of
the integration of various methods for understanding the world and human activities in it
(through the languages of culture, such as science, ethics, aesthetics, philosophy, and religion)
(Kurbatova et al., 2020, Galchenko, 2019). International researchers also highlight the
dominant role of culture in education aimed at achieving sustainable development (Kochhar-
Lindgren, 2018; Konchina, 2019; Sterling, 2014). The education system is considered as a
special tool for the development of the cultural and ecological foundations of life (Sánchez
Galera, 2020; Van Groenou, 2005). Other scientists point out the importance of subjective
perceptual experience in solving cultural and environmental problems (Dillon, 2015; Loi &
Dillon, 2006). An essential aspect of implementing the cultural and educational paradigm is the
formation of cultural competence since it underlies the evolution of society aimed at sustainable
development (Van de Vijver & Breugelman, 2008). Another paper (Hart et al., 2017)
emphasizes the significant educational role of studying the cultural and ecological foundations
of various ethnic groups and exploring the cultural heritage and cultural landscapes.
Considering the findings of Russian and international researchers, let us emphasize the specifics
of culture in the context of sustainable development (Demidova & Vinokurova, 2019).
Therefore, culture should encompass: a) new models of cognition congruous with the human;
b) co-evolutionary relations and eco-humanistic values featuring the art of co-existence,
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promoting tolerance, developing empathy, and preserving natural, cultural, and landscape
diversity; c) constructive activity when the constructing person and the constructed world
represent a procedural unity, a mutually agreed world. These conditions form the basis of the
culture of environmental management as a factor in the modernization of the education system.
We define the culture of environmental management as a personal and socially significant
quality of the individual. It is a method, measure, the result of cognition, assessment, and
activities related to the cultural and economic development of the natural resource potential of
a territory of various scales for its sustainable development (Vinokurova, 2014). The culture of
environmental management is an element of the spiritual culture of humankind. At the same
time, it encompasses all the diversity and richness of forms, methods, and techniques of nature
management, a set of local, regional, and national traditions of use, transformation,
reproduction, and conservation of the natural environment (Kochurov, 1995; Demidova &
Vinokurova, 2019). The culture of environmental management performs several functions:
cognitive and informational, normative and value, adaptive and creative, project and predictive,
as well as communicative and constructive (Vinokurova, 2014). They form the basis for the
development, content, pedagogical technologies, and the stages of formation and diagnostics of
the culture of environmental management as a strategic goal of education. Achieving this goal
in adolescence is extremely important as it is when students develop their self-awareness, self-
determination and form their views and relationships. Teenagers have a constant need for
finding the meaning of life, determining their life prospects and the future of all humankind
(Grimovskaya, 2020; Lobashev, 2020). These features explain adolescents’ wish to participate
in various kinds of non-formal education, which highlights their role in educational practices
aimed at the formation of the environmental management culture (Makarova, Makarova, &
Korsakova, 2019; Timofeeva, 2019). The significance of cultural and environmental non-
formal education has been considered in numerous papers (Dockry et al., 2015; Effendi, 2019;
Loi & Dillon, 2006; Panov & Yasvin, 2000). The great potential of non-formal education is due
to its socio-cultural focus, the use of active practice-oriented forms and methods of teaching,
flexibility, mobility, and cooperation in solving the problems of environmental education
(Priatna, 2020). As the diagnostics and the analysis of education practices have shown,
adolescents have a low level of environmental management culture. In this regard, teachers
point to the need to develop theoretical and methodological foundations for forming such
culture. This contradiction determined the problem and the goal of our study: to create a
methodological basis for the development of environmental management culture in adolescents
in non-formal education.
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Materials and methods
Theoretical and methodological basis
Having studied the methodological foundations for the development of environmental
management culture, we identified the following leading approaches. We considered the
cultural and ecological approach as the methodological basis for the “diffuse penetration” of
the environmental management culture into the system of non-formal education with a cultural
focus. The implementation of the cultural and ecological approach qualitatively affects all
aspects of the pedagogical system, enabling one to achieve the strategic goal – developing the
culture of environmental management in adolescents. The main role here belongs to
interdisciplinary areas of knowledge that study integral “human-inclusive” systems. The
procedural aspect reflects the processes of mastering the value and semantic dominants of the
socio-natural space by the individual representing a real cultural ecological education
environment. The technological element implies the “saturation” of the educational
environment of these landscapes with culturally oriented integral situations that encourage
adolescents to adopt an environmentally conscious lifestyle and turns them into the subjects of
the modern “noospheric co-evolutionary process” (Knyazeva, 2019: Shubinsky, 2010). The
productive and evaluative aspect, which reflects social and personal components in the culture
of environmental management, corresponds to the socialization and developing autonomy of
adolescents.
The axiological approach reflects the fundamental values of the co-evolutionary
interaction of a person with the environment. Within the framework of this approach, the
personality interiorizes co-evolutionary values, transforms them into personal implications, that
is, forms attitudes and values that become internal regulators of adolescent behavior.
The personal and activity approach focuses on the formation of the individual as a
subject possessing the culture of environmental management, where culture, according to M.S.
Kagan (2018), is considered “a way of natural and socially conditioned human activity.”
Within the integral and situational approach (Loshchilova et al., 2019, Demidova &
Vinokurova, 2019), adolescents study the cultural landscape through the dialectic of the whole
and its part in the context of various culturally oriented integral situations of life perception, life
awareness, and life creation. The algorithm for considering such situations includes the
following stages:
1. Overall focus: An acquaintance;
2. Focus on the part: A dialogue;
3. Overall focus: Co-evolutionary synthesis.
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The interaction with all components of the cultural landscape is implemented using the
integral model AQAL (All Quadrants, All Levels) developed by Wilber (2007) and Chuprikova
(2009). Therefore, based on the previous studies (Vinokurova, 2014), we identified the
following interrelated components of the culture of environmental management:
1. The cognitive component: knowledge about the relationship of a person with a
spatially differentiated evolving environment based on the cognitive model of geo-ecology – a
geo-eco-socio-system;
2. The value component: co-evolutionary values reflecting harmony and co-creation of
a person and the environment at different spatial and territorial levels;
3. The regulatory component: a formal, external regulator that encompasses the
provisions of environmental ethics and the ethics of environmental management in the context
of the imperatives of sustainable development, the foundations of environmental legislation,
regulatory prescriptions, and the restrictions of nature management. This component is
connected with the value component as a prerequisite for the transition from external to internal
regulators;
4. The behavioral component that determines the culture and eco-friendly actions in the
environment;
5. The creative and activity component that sets the cultural ways of mastering the
external environment by a person.
Research methods
As part of the experiment on developing environmental management culture in
adolescents in non-formal education with a cultural and ecological focus, we devised the
following methods to evaluate the formation of its components. We estimated the formation of
the cognitive component based on the quality criteria for mastering ecological knowledge,
which included such indicators as depth, generalization, and awareness. We defined these
criteria in line with the ideas of I. Ya. Lerner (1978). We singled out two levels of knowledge:
the level of facts and the level of substantial connections (from facts to generalization based on
facts). We evaluated generalization according to the understanding of the problem essence and
the systematization of knowledge. We defined awareness as an ability to operate with
generalizations. Next, we devised diagnostic tasks to estimate the quality of geo-ecological
knowledge acquisition based on the selected criteria.
We evaluated the value and normative component using the criteria of adolescents’
attitudes to natural objects and phenomena. We selected the criteria in line with various
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approaches to defining the category of “personal attitude” (Myasishchev, 2004; Yadov, 2014)
and the idea of a “subject-subject attitude to nature” (Deryabo & Yasvin, 1996). We
distinguished the following indicators of value attitudes towards nature: dominance, modality,
and intensity.
The dominance criterion gives a formally quantitative characteristic of the attitude
within the “insignificant – significant” opposition, reflecting the attitude to social and natural
objects, processes, and phenomena. For this purpose, we used a modified method for estimating
dominance (Deryabo & Yasvin, 1996).
Modality is a criterion that gives a qualitative and substantial characteristic of a
subjective attitude. Modality can be estimated within two oppositions:
1. “Object – Subject” (it represents the perception of an object and is determined
by the possibility or impossibility of subjectifying a natural object);
2. “Pragmatic – Non-Pragmatic” (it describes the nature of the subject’s interaction
in the socio-natural environment).
Having unified these oppositions, we obtained four types of relations: object-pragmatic,
object-non-pragmatic, subjective-pragmatic, and subjective-non-pragmatic (the Deryabo
method, 1996). The intensity criterion characterizes the intensity of the relationship. To estimate
the intensity of the subject’s attitude to nature, we used the methodology “Naturaphil” (Deryabo
& Yasvin, 1996). Following these psychologists, we distinguished the perceptual-affective,
cognitive, practical, and action components of intensity.
We evaluated the behavioral component according to the strength of the personal
implications and activity attitudes of the individual. We identified three types of adolescents’
attitudes that reflected the co-evolutionary ideas of the culture of environmental management.
They ranged from the disharmony of limitless consumption to the creation, ensuring the well-
being and harmony of human and the environment. The position of a consumer based on a
pragmatic and technocratic attitude to nature with the emphasis on benefit with practically no
reflexive awareness of nature management activities. The position of an empathizer that
manifested itself in the subject’s emotional response, understanding the complex role of nature,
the formal approach to the use of natural resources, with a tendency to reflection. The position
of a creator based on a new paradigm of relations within the unity of human and nature and
reflecting the idea of cooperation, awareness of oneself as a part of society and nature, and one’s
role in the sustainable development of the planet as a whole and one’s place of residence.
To determine the behavioral attitudes of adolescents, we developed diagnostic tasks in
the test form (Demidova & Vinokurova, 2019). We assessed the creative activity component
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according to the subjective experience of nature- and culture-related activities. We identified
three levels of it. At the low level, students do not demonstrate or have poorly developed
subjective experience of nature and culture-related activities aimed at solving and preventing
environmental problems of nature management and reclamation of various territories. At the
average level, adolescents perform such activities when it is required and always under the
guidance of a teacher. At the high level, teenagers demonstrate considerable independence, the
need for cooperation, and leadership qualities. We determined the levels of the subjective
experience of nature and culture-related activities in adolescents based on the developed
ecology-oriented cases (Demidova & Vinokurova, 2019).
Results
Having identified the leading approaches, the functions, and the structure of the culture
of environmental management, we determined the stages and the method for creating culturally
oriented integral situations that would ensure its formation. The stages of the formation of the
environmental management culture identified by us reflect the continuity of the development
of the cultural landscapes environment (adaptation – comprehension – constructive and creative
activity): 1. The cultural and adaptation stage involves the designation of the surrounding
landscape; 2. The cultural and semantic stage implies awareness, comprehension, and self-
determination within the cultural landscape; 3. The cultural and creative stage focuses on
creative activities aimed at the sustainable development of the cultural landscape. The sequence
of the implemented stages is determined by the method of culturally oriented integral situations
(Table 1).
Table 1
The interconnections of the development stages of the environmental management culture
and the method of culturally oriented integral situations
No
The development stages of
environmental management
culture
integral situations
1
The cultural and adaptation stage
2
The cultural and semantic stage
3
The cultural and creative stage
The cultural adaptation integral situation creates conditions for the aesthetic perception
of life by students and their self-identification with the environment of cultural landscapes.
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Despite their specifics, each of the presented situations has a uniform solution algorithm within
the integral and situational approach. We developed this algorithm relying on the principle of
system differentiation proposed by Chuprikova (2009), Karopa (1999), and the integral model
of Wilber (2007). It includes three stages reflecting the movement of thought from the whole
to the part and, in the opposite direction, from the part to the whole. Stage 1 “Focus on the
whole: An acquaintance” implies familiarizing oneself with the cultural landscape, its sensory
cognition. Stage 2 “Focus on the part: A dialogue” involves identifying findamental
relationships among landscape components. Stage 3 “Focus on the whole: Co-evolutionary
synthesis” is the result of the interaction of the personality and the situation.
We implemented this method in the activities of school green teams and named this
program “Our role in the cultural landscape of the country estates of our native land.” Green
teams are the subjects of non-formal education operating in general education schools. They
rely on the principles of voluntary participation, self-management, and care for the environment
and people. The aim of the program is to create conditions for developing the culture of
environmental management among the members of green teams based on the ideas of
sustainable development, co-evolutionary values, ecological, cultural, and ethnocultural
knowledge about the cultural landscape, as well as responsibility for preserving the natural
foundations of life.
When selecting and structuring the content and transforming it into the personally
significant one, we applied the following main principles: the eco-humanistic principle, the
principle of historicism, predictability, and alternativeness; the cultural and creative principle;
the principle of communication based on partnership and tolerance; and the principle of holistic
perception of landscapes as the human living space.
The content of the program we proposed included three sections enabling the consistent
development of cultural landscapes. The first section was “Immersion in the cultural landscape
of the estates of the native land: The view of an aesthete” and implied studying the landscape
appearance as well as aesthetics and images of manor houses. After studying it, adolescents
created their ideal image. The second section “Cultural landscapes of the native land: The view
of a connoisseur” focused on studying country estate landscapes in the context of their values,
implications, as well as historical and cultural codes. The third section of the program “Cultural
landscapes of estates of the native land: The view of the creator” contained information that
helped teenagers understand the interdependence of the quality of life in the landscape and
personal qualities of a person. It involved considering the strategy and tactics of environmental
management and their role in landscape sustainability, the study of the natural environment of
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the manor houses as a natural and ecological resource. In addition to this, teenagers explored
the influence of the material and spiritual culture of the landscape on the stable development of
the local community and economy and realized that a person is responsible for creating their
life. Each section of the program consisted of six topics. The first topic implied holistic
consideration of the cultural landscape and its sensory cognition. The next four topics dealt with
studying the natural, socio-economic, cultural, and subjective components of the landscape.
The learning outcome here was the “Road Map,” representing the formula for
sustainable use of natural resources in cultural landscapes of country estates and projects on
future-design and eco-design (Lobashev & Talykh, 2020). Such strong involvement allowed
students to immerse gradually into the fascinating world of cultural landscapes of the country
estates in the Nizhny Novgorod region (Table 2).
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Table 2
The interconnections in the content of the school green teams’ activities within the program
“Our role in the cultural landscape of the country estates of our native land” and
culturally oriented integral situations
Topic No.
Topic Name
Types of culturally
oriented integral
situations
Introduction
The cultural landscape is the territory of my
life
Section 1. Immersion in the cultural landscape of the estates
of the native land: the view of an esthete
1.Cultural-adaptive
integral situation
Topic 1
Aesthetics and images of cultural landscapes
of estates of the Nizhny Novgorod region
1.1. “Focusing on the
Whole: Meeting”
Topic 2,
3,4,5
Aesthetics and image of the natural, social,
cultural environment of the landscape, their
perception.
1.2. “Focusing on the
Part: Dialogue.
Topic 6
My ideal image of the cultural landscape of the
estate of the Nizhny Novgorod region
1.3. “Focusing on the
Whole: Coevolutionary
Synthesis”
Section 2. Cultural landscapes of the homesteads of the native
land: the view of a connoisseur
2. Cultural and semantic
integral situation
Topic 7
The cultural landscape of the estate: cultural
heritage, values and meanings
2.1. “Focusing on the
Whole: Meeting”
Topic
8,9,10,11
The role of nature, society, culture, the
subjective attitude of the individual in the
formation of historical and cultural codes of
the landscape of estates.
2.2. “Focusing on the
Part: Dialogue”
Topic 12
Portrait of the ideal user of the cultural
landscapes of estates
2.3. “Focusing on the
Whole: Co-evolutionary
Synthesis”
Section 3. Cultural landscapes of estates of the native land:
the view of the creator
3. Cultural and creative
integral situation
Topic 13
The cultural landscape of estates: quality of
life and sustainable development.
3.1. “Focusing on the
Whole: Meeting”
Topic 14,
15,16,17
The influence of nature, society, culture and
the subjective attitude of the individual on the
quality of life in the landscape, its stability
3.2. “Focusing on the
Part: Dialogue”
Topic 18
My solutions: strategy and formulas for a
sustainable future of cultural landscapes of
estates
3.3. “Focusing on the
Whole: Co-evolutionary
Synthesis”
Teachers conducted one practical lesson a week according to the program. The rest of
the time, the members of the green teams worked independently on their research projects. We
systematized the obtained experimental data by performing quantitative and qualitative
analysis. This allowed us to evaluate the effectiveness of developing environmental
management culture in the members of the green teams. Therefore, the system of measures and
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criteria developed and the selected methods made it possible to reach the research goal. The
experiment was carried out on the experimental sites of the Minin University – in schools, with
360 teenagers taking part in it.
At the beginning of the experiment, we determined a sample of adolescents participating
in the experiment as well as the control groups of teenagers who did not belong to the green
teams. We established that after the experiment on the formation of the cognitive component of
the environmental management culture, the adolescents had the following results. The depth of
knowledge acquisition in the control group increased from 45% to 54%, and in the experimental
group from 47% to 83%. The generalization of environmental content in the control group
increased from 21% to 37%, and in the green teams from 24% up to 57%. The level of
awareness of ecological content increased by 7% in the control group and reached 24%, whereas
in the experimental group, it rose by 25% and estimated 44%.
We analyzed the adolescents’ questionnaires to identify their attitudes towards nature
according to the dominance criterion and concluded that natural objects were not significant for
the control group. For instance, only 7% of the respondents believed natural objects were
important, 21% of the teenagers ranked them as of average importance, 29% – of low
importance, and 45% of the students claimed natural objects were not significant. In the
experimental group, the importance of natural objects increased four times and amounted to
27%. Accordingly, 52% of the adolescents ranked natural objects of average importance, 21%
– of low importance, while nobody believed they were not significant at all.
When analyzing the modality criterion, we estimated that 24% of the students in the
experimental group had a subject-non-pragmatic relationship, while in the control group, this
figure was only 4%. At the same time, 57% of the adolescents in the control group demonstrated
object-pragmatic relationships, with only 3% in the experimental group. The method for
diagnosing the intensity of the subjective attitude to nature enabled us to reveal the fact that in
the control group, up to 75% of the adolescents demonstrated affective and cognitive aspects of
the subjective attitude to nature, while in the experimental group, the practical and action
components of intensity prevailed (89%).
We used three indicators to evaluate the development of adolescents’ behavioral
positions. Having analyzed the obtained results, we concluded that in the control group, the
majority of adolescents had a consumer position (78%), whereas in the experimental group,
only a small part of adolescents (6%) had this attitude. Most members of the green teams had a
position of an empathizer (84%). These results on the development of the subjective experience
of nature and culture-related activities. In the control group, only 2% of adolescents
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demonstrated a high level of subjective experience. At the same time, 61% of students in the
experimental group had the average level of subjective experience, and in the control group –
15%. We registered the low level of subjective experience in 14% of adolescents in the
experimental group, and 83% in the control group. The results of the experiment allowed us to
conclude on the effectiveness of the proposed method.
Discussion
Teenagers 11-14 years old took part in the study of the effectiveness of the formation of
a culture of nature management. They are participants in non-formal formations organized in
schools in Russia (Nizhny Novgorod). Thus, about 360 questionnaires were analyzed, which
constituted a reference sample. During the research, limitations were identified. Among them
are the educational preferences of adolescents regarding the study of cultural landscapes of
estates and the implementation of environmental-friendly activities within this landscape. The
number of participants in the experiment was limited to participants in non-formal formations.
The pedagogical experiment took into account the consent of the subjects and the ethical norms
of the research. The article presents an original experimental study, previously in domestic and
foreign studies such a goal was not set.
The problem of developing a culture of nature management is relevant in the scientific
and educational spheres related to the study of the environment and sustainable development of
territories. Special attention in foreign studies is paid to “cultural knowledge, which is
considered the key to good environmental management” (Satterfield et al., 2012), “the concept
of human resources in environmental decision making (Wallace et al., 2020). A number of
studies (Kanta Kochhar-Lindgren, 2018; Konchina, 2019; Sterling, 2014) note the dominant
role of culture in the implementation of environmentally oriented activities to achieve
sustainable development, the formation of subjective experience and competence as tools for
the development of cultural and environmental interactions with the environment (Sánchez
Galera, 2020, Van Groenou, 2005). The authors of the article agree with the positions presented
in these studies, focusing on the value-semantic and activity aspects of the culture of human
interaction with the environment.
The authors of the article believe that the totality of goals and values that determine the
axiological basis of the culture of environmental management are based on the concept of
ecocentrism, ideas of coevolution and sustainable development, cultural and ecological
imperative, which is reflected in our research (Loshchilova et al., 2019a; Loshchilova et al.,
2019b; Demidova and Vinokurova, 2019). The materials of the article related to the concept,
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function, structure of the culture of nature management, its value-normative aspect are based
and develop the results of previously conducted scientific-geographical and psychological-
pedagogical research (Mamedov, 2009; Moiseev, 1999; Kochurov, Lobkovsky Smirnov, 2020;
Kochurov, 2014; Deryabo & Yasvin; 1996). At the same time, the analysis of scientific works
allows us to conclude that the problem of the formation of a culture of environmental
management in non-formal school formations in Russian psychological, pedagogical and
methodological research has not previously been raised. Foreign studies also reflect only certain
aspects of this problem.
The study was aimed at overcoming this contradiction and consisted of: substantiating
the concept of the culture of nature management in the psychological, pedagogical and
methodological aspects; selection of criteria, indicators and methods for diagnosing the
formation of the culture of environmental management of schoolchildren; development and
implementation of a methodology for the formation of a culture of environmental management
of students in non-formal education in the practice of schools, which are experimental sites of
Minin University; implementation of the program of work of “green teams” into school practice
“We are in the cultural landscape of estates of our native land”.
Conclusion
In this study, we formulated the conceptual foundations for the development of the
culture of environmental management in adolescents in non-formal education with cultural and
ecological focus. We defined the culture of environmental management and highlighted its
structural components and its functions in modern advanced education. In addition to this, we
revealed the content, procedural, technological, productive, and evaluative aspects of the
development of the culture of environmental management, which integrally reflect the diversity
of cultural concepts and the significance of the formation of all spheres of personal
consciousness.
Also, we presented the program of activities of school green teams aimed at the
development of the culture of environmental management in adolescents. We devised an
apparatus for evaluating the culture of environmental management in adolescents and
experimentally verified the effectiveness of this method in non-formal education with a cultural
and ecological focus. In sum, this study is planned to be developed in the direction of developing
teaching and educational modules for informal associations aimed at developing a culture of
environmental management for children of preschool and primary school age.
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Acknowledgements
The study was supported by a grant from the Russian Foundation for Basic Research,
project 19-013-00749 competition code A “Research of the theoretical foundations of the
development of eco-oriented activities of schoolchildren in a cultural landscape.” The authors
would like to thank the teachers of the experimental sites at the schools in Nizhny Novgorod
(Russia) A. A. Burlak, Yu. R. Kraeva, I. M. Aminkaeva, O. V. Shilova, S. V. Ovchinnikova,
O. A. Dubnevskaya.
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