ERG SES D 15, Attitudes and Education
Schools are a key setting in the process of transformation of society, as they are responsible for transmitting the knowledge, valuesand attitudes that contribute to the education of their students, allowing them to interact with their environment properly . Schools are the essential social agents when conducting environmental education.
In this sense Gutiérrez (2004:1) argues about "getting society increasingly committed to the environment is a challenge that requires environmental reforms and innovations in public and private, personally and institutionally, individually and collectively, in education and in other areas of everyday life. Thus educational institutions of modern societies, not only have a duty to incorporate strategies for environmentally educated citizens but also have a responsibility to lead by example by developing exemplary performances that incorporate new organizational structures and new management models for an alternative use of resources "
So, in this process, based on the commitment of the whole school community to the environment, consisting in recognizing and minimizing the impacts of daily activities it has developed in the environment, in creating valuesand positive attitudes towards the environment and the strategies developed to achieve this, we can call “greening”
The first step in ‘’greening’’ might be called environmental literacy, since it has to start to provide the basic knowledge of what happens around us when we carry out an activity, for example on the effects that our activities have on the environment. (Benayas Alvarez and Sanchez, 2002)
The next step is to incorporate into our lives sustainability criteria necessary so that our activitys have the minimum possible impact on the environment. Since the concept of “greening” also has an active, transformative dimension, we can not simply promote responsible attitudes to the environment, but we have to act and change our actions and behaviors to make them more sustainable. (Benayas Alvarez and Sanchez, 2002)
The “greening” process, as well as the implementation of any intervention, involves a number of stages such as previous diagnosis of context, develop action planning, implementation or start, and evaluation.
The work presented is the initial phase of an ongoing investigation whose purpose it is to explore the extent to which schools serve the principles and assumptions of environmental education, meaning their commitment to the environment and the degree of “greening”.
Advancing the process of “greening” in a particular school, analyzing the legal supports for it, characterizing its relationship with the environment and exploring environmental attitudes of the entire educational community (students, parents and teachers) is the aim of this first phase.
To have more knowledge about it and so be able to achieve our goals we have conducted a thorough review of the existing literature related to the “greening” of schools, digging for it in the different concepts of environmental education and its evolution, what is meant by “greening”, how it performs it’s “greening”task in schools, what environmental management systems are and how they are implemented in schools ....
We start from the premise that if you do not have the positive attitude of all involved one can hardly “greening” a center, thus the diagnosis of attitudes is the first step to “greening” and implementation of awareness-raising this will be the first action to perform.
Marcén Albero , C. (2012 ) The long march of environmental education in schools . A case study in Aragon. Journal of curriculum and teacher education , 16 ( 2) , 122-143 . Martinez -Villar , A. Gutierrez- Perez, J. Perales -Palacios , F. J. (2012 ) On curriculum greening , environmental training , awareness and professional development : a selection of contemporary readings to learn more. Journal of curriculum and teacher education , 16 ( 2) , 280-304 . Alba Hidalgo, D. Barbeitos Alcántara , R. and others. . (2012 ) Strategies for sustainability and social responsibility in Spanish universities : a tool for evaluation. Journal of curriculum and teacher education , 16 ( 2) , 60-75 . Vázquez Cano , E. (2012 ) The interdisciplinary treatment of the eco- sustainable in secondary education : a case study . Journal of curriculum and teacher education , 16 ( 2) , 166-192 . Benayas , J. Alba , A. J. Sánchez ( 2002 ) . The greening on college campuses : The Case of the Autonomous University of Madrid. Ecosystems Journal , 11 ( 3) : 1-8 . Gutiérrez Pérez , J. González Dulzaides , A. () Greening college . Institutional challenge for ensuring environmental quality curriculum and management . Revista Iberoamericana education . Conde Nuñez, M. Moreira Blanco , A. A contribution to sustainable schools in the decade of education for development. Eureka magazine on education and dissemination of science , 7 ( nº special ) , 363-373 . Álvarez Suárez , P. De la Fuente Solana , E. García García , J. ( 2002 ) . Dimensionality of a scale of attitudes toward the environment for secondary education . Journal of Educational Research. 20 ( 1) , 77-87 . Moreno , M. Corraliza , J. Ruiz , J. ( 2005 ) . Scale of attitudes toward specific environmental problems. Psicothema . 17 ( 3) , 502-508 . Raimondo , A. Gutiérrez Pérez , J. Perales Placios , F. ( 2012). Environmental training and education. An integrative learning experience based on the problems of the territory. Journal of curriculum and teacher education , 16 ( 2) , 262-278 . Gomera Martínez , A. ( 2008 ) . Environmental awareness as a tool for environmental education : reflections and conclusions of a study at the university level . National Environmental Education Center . Available at: http://www.magrama.gob.es/es/ceneam/articulos-de-opinion/2008_11gomera1_tcm7-141797.pdf Martinez Vilugrum , A. ( 2007 ) . Exploratory comparative study between the greening processes in university and compulsory education . Diploma of Advanced Studies of the inter-university doctoral program in environmental education. Available at: http://www.magrama.gob.es/ca/ceneam/recursos/documentos/vilugron_tcm8-13176.pdf García Ruiz , A. ( 2008 ) . Management of environmental quality in schools . National Congress of environment. CONAMA 9.
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