1. AXIOLOGICAL FOUNDATIONS IN ENVIRONMENTAL EDUCATION PARTNERSHIP MEETING European Curriculum For Methodological Training In The Field Of Environmental Education Munich, Germany February, the 27th, 2007 Presented by Ciprian CEOBANU Teacher’s Training Department “Al. I. Cuza” University, Iasi

2. Theoretical frames of values “ A values system is a durable structure of believes that refers to preferable ways of action or final goals of existence, along a continuous line of relative importance” Milton Rokeach. CHARACTERISTICS: A value is durable. A value is durable. A value refers to a particular way of attaining a specific result or to a final goal of existence. A value refers to a particular way of attaining a specific result or to a final goal of existence. A value is imperative. A value is imperative. A value is a conception on what is personally or socially preferable. A value is a conception on what is personally or socially preferable. A value is based on a believe or a set of believes. A value is based on a believe or a set of believes.

3. Mechanisms of shaping and assimilation of human values Three perspectives regarding value shaping: Psychoanalytic theory – the value development is a result of super-ego crystallization. Psychoanalytic theory – the value development is a result of super-ego crystallization. Social learning theory - the values are learned through positive and negative reinforcement of behaviors. Social learning theory - the values are learned through positive and negative reinforcement of behaviors. Cognitive and moral development theories represented by Piaget’s and Kohlberg’s theories. Cognitive and moral development theories represented by Piaget’s and Kohlberg’s theories. a. The four stages of child development, proposed by Piaget, are evolutional stages regarding the internalization of rules and values. b. Kohlberg’s theory on child’s moral development is in fact a “sliding” of the moral behavior on the route of complying the rules and internalizing the values.

4. Axiological principles in Environmental Education Axiological fluidity Up to the end of adolescence children do not have a clear and durable values system; a less close-knit axiological system may be “shaped” by the educator in the desired direction. Up to the end of adolescence children do not have a clear and durable values system; a less close-knit axiological system may be “shaped” by the educator in the desired direction. At early ages the EE can not be realized through a direct value transmission but through a attitudes and behavior shaping. At early ages the EE can not be realized through a direct value transmission but through a attitudes and behavior shaping.

5. Axiological principles in Environmental Education Attitude-behavior determinants The natural way to support a value consist of: The natural way to support a value consist of: 1. expressing specific attitudes. 2. demonstrating a behavior that is congruent to these attitudes. In EE, shaping durable values may and must start with the process of shaping and developing opinions and believes centered to environmental problems. Than, these can be transformed in positive attitudes toward certain aspects or specific situations. In EE, shaping durable values may and must start with the process of shaping and developing opinions and believes centered to environmental problems. Than, these can be transformed in positive attitudes toward certain aspects or specific situations. In forming attitudes, the experience and the direct, participatory learning has a central place. In forming attitudes, the experience and the direct, participatory learning has a central place. In EE it is important pupils’ empowerment with the necessary skills for decisional process in environmental issues. In EE it is important pupils’ empowerment with the necessary skills for decisional process in environmental issues.

6. Axiological principles in Environmental Education Value awareness to became a part of the personal values system, a value must have a strong cognitive base. to became a part of the personal values system, a value must have a strong cognitive base. When it is necessary to transmit the values that define EE, these must be cognitively developed and explained. When it is necessary to transmit the values that define EE, these must be cognitively developed and explained.

7. Axiological principles in Environmental Education Internalization of values Values are cognitive development of some innate needs. In this situation are the needs placed at the bottom of Maslow’s pyramid; through the process of internalization and cognitive explanation, these became values. Values are cognitive development of some innate needs. In this situation are the needs placed at the bottom of Maslow’s pyramid; through the process of internalization and cognitive explanation, these became values. Values can be learned. Many of our values are “taught” by our parents and the persons that are socially close to the child. Values can be learned. Many of our values are “taught” by our parents and the persons that are socially close to the child. The values are internalized through the complex processes of social learning, by experiencing different situations and conditions. The values are internalized through the complex processes of social learning, by experiencing different situations and conditions.

8. Basic pedagogical principles for the activity of EE EE must involve every individual; EE must involve every individual; EE must cover the entire life span of individual, not only the school period; EE must cover the entire life span of individual, not only the school period; EE must have a holistic profile and must address the problems in their inter- connections; EE must have a holistic profile and must address the problems in their inter- connections; EE must be very practical, not an inert accumulation of theories; EE must be very practical, not an inert accumulation of theories; EE must be in harmony with the goals of social and economic development; EE must be in harmony with the goals of social and economic development; EE must taught all the persons to take the best decisions regarding the nature and the humanity; EE must taught all the persons to take the best decisions regarding the nature and the humanity; EE must increase the level of conscience regarding the environmental problems; EE must increase the level of conscience regarding the environmental problems; EE must open new perspectives, must lead to acquiring new durable values, attitudes and behaviors; EE must open new perspectives, must lead to acquiring new durable values, attitudes and behaviors; From the methodological point of view, EE must conduct to the development of some new formal and non-formal educational methods ; From the methodological point of view, EE must conduct to the development of some new formal and non-formal educational methods ; The domains that traditionally cover EE (biology, ecology, geography) are overwhelmed by the dimensions and the importance of the problem; it is necessary a broader perspective that considers values that came from different areas such as: public policies, economics, politics and diplomacy. The domains that traditionally cover EE (biology, ecology, geography) are overwhelmed by the dimensions and the importance of the problem; it is necessary a broader perspective that considers values that came from different areas such as: public policies, economics, politics and diplomacy.