ECOLOGY AND ECOLOGICAL EDUCATION IN THE ERA OF GLOBALIZATION AND IN THE CONTEXT OF INCLUSIVE AND GLOBAL SOCIETY DEVELOPMENT

Abstract

In the third millennium, the formation of global structures – economic, political, cultural, social – is proceeding at an accelerated pace. Today, not a single country in the world can consider itself self-sufficient. E. Giddens called the increasing interconnection of the world community globalization. From a modern perspective, we can say that “globalization is the process of transforming a heterogeneous world social space into a single global system in which information flows, ideas, values and their carriers, capital, goods, services, standards of behaviour and fashion move freely, changing the world view, activities of social institutions, communities and individuals, mechanisms of their interaction”. The accelerator of global transformation is the global reorientation of culture, and consequently of education. The strategic task of the world community is to create a global network of environmental education, in which all educational systems include familiarity with the environmental problems facing humanity and form an understanding of the relationship between man, society and nature on a planetary scale. The development of a general strategy for environmental education and nature conservation, the coordination of the efforts of different countries in this area is carried out at the level of the United Nations Educational, Scientific and Cultural Organization (UNESCO). One of the controversial points at all ongoing forums is the problem of orientation of environmental education. The fundamental question is whether the focus should be on the natural environment (environment) or the natural world. Despite the fact that it is the first orientation in environmental education (on nature as an environment) that has received the greatest development in the world and support at the international level, recently more and more specialists have come to understand that without emphasizing environmental education on the natural world, a comprehensive solution to the problem is impossible ecological crisis. Environmental education and training should be inclusive, involving and increasing the degree of participation of all members of society, and also aimed at developing, firstly, a system of ideas about the natural world as a collection of specific natural objects (and their complexes), secondly, a subjective attitude towards natural objects as having uniqueness, inimitability and intrinsic value and, thirdly, ensuring non-pragmatic interaction with them.