THE PEDAGOGICAL AND PSYCHOLOGICAL CONDITIONS OF FORMATION OF ECOLOGICAL CONSCIOUSNESS OF STUDENTS

Abstract

The article deals with the psychological and pedagogical conditions of formation of ecological consciousness of students. On the basis of the analysis and generalization of scientific literature on the problem the authors determine the notion "ecological consciousness", investigate its three-component structure (cognitive, emotive, and conative components), distinguish types of ecological consciousness (anthropocentric, biocentric, ecocentric) and the main approaches to the formation of ecological consciousness (traditional, of ecological psychodedagogy, practical-orientating, of ecopsychology of development), and determine psychologo-pedagogical conditions, which guarantee the efficiency of work on ecological consciousness formation. Ecological consciousness is concentrated on the relations of the mankind to the environment and the world of nature that is to material reality. The most popular definition of it is as follows: ecological consciousness is a complex whole of ecological concepts, existing attitudes towards nature, and corresponding strategies and technologies of interaction with it. The problem of the survival of humanity on a global scale has come to occupy a central place as our planet becomes more and more interconnected politically, economically, and socially, and as the security, health and well-being of every human being is more and more dependent on the ecological well-being of the planet as a whole. We need to carry out research and practical steps related to worldwide social and psychological promotion of the concept of sustainable development.

Headnote

Abstract: The article deals with the psychological and pedagogical conditions of formation of ecological consciousness of students. On the basis of the analysis and generalization of scientific literature on the problem the authors determine the notion "ecological consciousness", investigate its three-component structure (cognitive, emotive, and conative components), distinguish types of ecological consciousness (anthropocentric, biocentric, ecocentric) and the main approaches to the formation of ecological consciousness (traditional, of ecological psychodedagogy, practical-orientating, of ecopsychology of development), and determine psychologo-pedagogical conditions, which guarantee the efficiency of work on ecological consciousness formation. Ecological consciousness is concentrated on the relations of the mankind to the environment and the world of nature that is to material reality. The most popular definition of it is as follows: ecological consciousness is a complex whole of ecological concepts, existing attitudes towards nature, and corresponding strategies and technologies of interaction with it. The problem of the survival of humanity on a global scale has come to occupy a central place as our planet becomes more and more interconnected politically, economically, and socially, and as the security, health and well-being of every human being is more and more dependent on the ecological well-being of the planet as a whole. We need to carry out research and practical steps related to worldwide social and psychological promotion of the concept of sustainable development.

Keywords: pedagogy, ecological consciousness, motivation, cognitive activity, psychology, blended learning.

The issues connected with destructive approach to nature become topical at the present stage of development of society. Numerous attempts to solve environmental problems through the introduction of clean technologies, rational use of natural resources have proved ineffective. These problems have deeper character and rooted in those structures of human life, which cover worldview systems, social norms, ethical relations, and culture. That is why it is crucial to solve the ecological problems of the present day that the formation of such a personality, which would have an ecological consciousness, oriented on preservation of the environment. Today, the phenomenon of ecological consciousness is comprehensively investigated within the framework of ecological psychology, which in the post-Chernobyl era has acquired a special urgency. The problem of development and formation of ecological consciousness in the process of socio-economic development is thoroughly studied by S. Deryabo, V.A. Yavsna, L.O. Kiyashko1, the series of researches devoted to the essence of the concept of ecological consciousness, its typology and structure (V.O. Skrebetz2). Mechanisms of formation, its peculiarities in different social and professional groups and functioning of ecological consciousness studied by S. Deryabo, V.A.Yavsna, I.V. Kryazh3. It should be noted that the newly developed problem is the formation of ecological consciousness in ontogenesis. A significant contribution toward studying features of ecological consciousness in preschool, youth committees made such scientists as: S. Deryabo, V.A. Yavsna, I. Galenko, G.O. Horban4. A huge role in forming of ecological consciousness of the individual plays the pre-professional stages and the period of education in the higher education institution. But the analysis of psychological-pedagogical and ecological literature showed that ecological awareness, conditions, and ways of its formation were investigated by scientists in a fragmented manner. Ecological consciousness as a scientific concept has not generally accepted definition yet. V.A. Skrybtsa believes that ecological consciousness - is the higher level of mental reflection of natural, artificial, social environment and its internal world; reflection of the place and role of a person in the ecological world, as well as self-regulation of this reflection.

According to this definition, environmental consciousness is considered as three components of the structure:

1) cognitive component - mental reflection of natural, social, artificial and internal environment;

2) sensitive component - attitude to the environment;

3) the cognitive (behavioral) component - self-flexology and selfregulation in the environment (strategies and technologies of interaction).

Depending on the peculiarities of these components of consciousness a number of scientists (A.M.Lyovochkina5, S. Deryabo, V.A.Yavsna) distinguish such types of ecological consciousness:

* anthropocentric - the basis of which is the definition of the environment as human property, which can use it to meet its own needs, so the nature is considered as an object of human action, not as a selfsufficient substance;

* biocentric (nature-centric) - is the opposite of the previous one, the purpose of human interaction with nature is to preserve its inviolability (the idea of the subcortion of the society of nature);

* ecocentric, which is a real alternative to two extreme types and is characterized by the fact that harmony, mutual relation, interaction and mutual understanding prevail in the relations between the person and the environment.

We have identified a number of basic approaches to the formation of ecological consciousness on the basis of the analysis of literary sources, which are used today in the system of ecological education.

The traditional approach was developed by A.N. Zachlebnyi6, N.B. Bulgakova 7. Its main principles are interdisciplinary approach of systematization and continuity of study of ecological educational material. Formation of ecological consciousness by means of traditional ecological education is primarily on formation of system of ecological knowledge and ideas. As a kind of alternative to this approach, S. Deryabo and V.A. Yavsna have developed an approach to the formation of ecological consciousness, which is considered as a concept of ecological psychopedagogy. As its psychological basis, they have developed an idea about mechanisms of the formation of subjective attitude to nature by means of the subjects of natural objects. In other words, this approach is characterized in its basis by the subject-subject interaction of the person with the objects of the environment, including the subject-subject interaction of the teacher and student in the process of ecologicaleducational process (this is evidenced by the use as one of the main methods of forming a subjective attitude to the world of nature - ecological-psychological training, as well as various ecological-game forms of work).

Thus, the priority chain of formation of ecological consciousness, in this case ecocentric, in ecological psychopedagogics is formation of subjective attitude of a person to the world of nature.

A practical-orientation (active, action-oriented) approach, which is developed by a number of scientists: I.O. Kavtaradze, V.I. Kamniev. It combines traditional (didactic) methods as well as different practicaloriented methods. The ecological and educational process in this approach is aimed at getting and actively mastering the key concepts by the students and at realization of environmental-oriented activity in the process of direct interaction with nature. The difference of the approach considered from the above is that it offers comprehensive use of their methods. At the same time, the priority line of forming environmental consciousness is personal strategies and technologies of practical natureoriented activity, which is formed through traditional and active forms of environmental education in natural conditions (conditions of direct contact with the world of nature). Finally, from the point of view of ecopsychology of development, the developer of which is V.I. Panov, the formation of ecological consciousness takes place through such interaction with the world of nature, in the process of which there is a direct feeling of unity with the environment. The necessary condition of this feeling is such a change of mentality, when its perceptual, emotional and personal processes are functionally combined into mental states of the experience of unity with natural objects, and mental states become permanent structures of consciousness. Psychological basis and priority chain of formation of ecological consciousness, in this case nature-centric type, is the gain of personal type and personal experience of living of unity of an individual with natural objects on the direct-sensitive, emotional level of interaction.

Thus, it can be concluded that each of the proposed approaches is aimed at forming only one of the sub-structures of ecological consciousness. It is logical to assume that the process of formation of ecological consciousness will be effective under the condition of complex use of principles and methods of the above-mentioned approaches in the process of ecological education. The process of formation of ecological consciousness of students is rather complicated and envisages creation of a number of psychological and pedagogical conditions. The first of them is introduction in educational process of university special courses, integrated subjects of ecological content and saturation of educational subjects ecological-educational material. Equally important condition of formation of ecological consciousness of students is inclusion of them in different types of educational activity, because it is in the process of active development and formation of consciousness of the individual. Complex of various problematic, reflexive-directed, psychological and pedagogical methods and forms of work allow to activate activity of students at classes. Demonstration experiment, round tables, brainstorming, team business game are very effective. Among the methods of stimulation and motivation of educational and cognitive activity, which contribute to formation of ecological consciousness of students, the dominant role plays such activities: drafting of ecological crossword, decision of creative tasks, ecological problems of problematic content8. The methods of formation of ecological consciousness of students are varied the obligatory creative approach when writing abstracts and scientific-research works of ecological content, which provide finding alternative ways in solving ecological problems and providing them with scientific substantiation on the basis of scientific observation, experience and experiment. Such topics of research project as "Ecology and economics - ways of reconciliation", "Future and an environmentally conscious economist" and others promote development of ecological thinking of students.

They are interested in such topics and are willing to carry out them, because it is an opportunity to reveal their own vision and propose ways of solution. It is rather effective in order to form ecological consciousness of students to introduce in educational process a complex of various forms of work both classroom (lecture, seminars, practical lessons) and blended forms of study9. The field practice is important among students, the main tasks of which are not only to increase ecological knowledge and provide research skills to students, but also to form a conscious attitude to the environment in the form of a scheme: sensitiveness - humaneness - prudence - solicitude - rationality -responsibility and development in youth of the processes of regulation and self-regulation of behavior in the human system - environment. During the field practice the collected materials are summarized, analyzed in diploma and research works. Thus, the combination of theoretical knowledge with practical activity is achieved, where acquired knowledge becomes own beliefs, transformed into active civil position, becomes own behavior regulators, organic part of personality consciousness. An important task is to involve students in scientific and practical conferences of ecological content, carry out scientific and research work: writing course and diploma projects, conducting with students of nature protection measures, religious educational work, attracting them into mass ecological movements. The necessary condition of formation of ecological consciousness of students and citizens10 of Ukraine is carrying out with them social-psychological trainings aimed at correction of stereotypes of everyday consciousness, ideas about natural objects, connections in the system of human-nature; miscorrelations of internal contradictions of personality in communication with nature; increase of the level of positive emotional perception of natural objects; correction of needs and motives of interaction of personality with objects of nature and forming of active position of students in attitude to environment.

The category of ecological consciousness is rather complex, multidimensional in structure, typology and approaches to formation and principles which lie in their basis. Effective formation of ecological consciousness of students of National University of Life and Environmental Sciences of Ukraine is possible as a result of introduction of the system of work, which includes realization of the following basic conditions: Ecology of educational disciplines; complex of active social-psychological and pedagogical methods and forms of education, their problem and personal orientation; intensification of interaction and co-creation of all participants of educational process.

Footnote

1 L.O. Kiyashko, The influence of stereotypes on the nature of pedagogical interaction / L.O. Kiyashko // Pedagogy and psychology. - 2008. - No. 4. - P. 89-92.

2 V.O. Skrebets, Basics of Psychodiagnostics [Text] study guide for students of higher educational institutions / V.O. Skrebets - K.: Slovo, 2013. - 192 p.

3 I.V. Kryazh, The role of the ecological position of a person in the regulation of ecologically significant actions / Kryazh I.V.//Actual problems of psychology: Collection of scientific works of the Institute of Psychology named after H.S. Kostyuk of the National Academy of Sciences of Ukraine. - Zhytomyr, 2013. - Volume 7. Environmental psychology. - Issue 33. - P. 268-277.

4 G.O. Horban, A model of socio-psychological support for managerial decision-making processes in social systems /H.O.Gorban//Vichnyk Odesa National University. Education. - 2012.-Vol.17, Issue 9. - P.61 - 73.

5 A.M. Lyovochkina, Basics of environmental psychology: Study guide / A.M. Lyovochkina//Interregional Academy of Personnel Management. - K.: MAUP, 2014. - 135 p.

6 A.N. Zakhlebnyi, Ecologically oriented activity: where to orient? [Text] / A.N. Zakhlebnyi// Ecological education: to school, at school, outside school: Scientific and methodological journal. - 2003., No. 3.

7 N.B. Bulgakova, Components of the art of teaching in higher education: Scientific and methodological guide. - K.: NAU, 2005. - 36 p.

8 N. Yu. Yamnych, N.S. Kharchuk, (2015), Innovations in current education quality management. Naukovyi visnyk NULES of Ukraine. Series: Philological sciences, 225 (2), 173- 178.

9 L. Shanaieva-Tsymbal, S. Kachmarchyk, S. Khrystiuk, Using blended learning technology in foreign language communicative competence forming of future International relations specialists. Romanian Journal for Education. Multidimensional, -2019, Volume 11, Issue 4, p.84-99. https: / / lumenpublishing.com / j ournals / index.php / rrem/ article / view /1555/pdf

10 L.O. Shanaeva-Tsymbal, Formation of ecological self-awareness of citizens of Ukraine / L.O. Shanaeva-Tsymbal // Bulletin of the Academy of the Customs Service of Ukraine. Series: Public administration. - 2014. - No. 2(11). - P. 136-140.

References

REFERENCES

Bulgakova, N.B., (2005), Components of the art of teaching in higher education: Scientific and methodological guide. - K.: NAU, 36 p.

Horban, G.O., (2012), A model of socio-psychological support for managerial decision-making processes in social systems /H.O.Gorban//Vichnyk Odesa National University. Education. Vol. 17, Issue 9. P. 61, 73.

Zakhlebnyi, A.N., (2003), Ecologically oriented activity: where to orient? [Text ] / A.N. Zakhlebnyi// Ecological education: to school, at school, outside school: Scientific and methodological journal, No. 3.

Kiyashko, L.O., (2008), The influence of stereotypes on the nature of pedagogical interaction / L.O. Kiyashko // Pedagogy and psychology. No. 4., P. 89-92.

Kryazh, I.V., (2013), The role of the ecological position of a person in the regulation of ecologically significant actions / Kryazh I.V.//Actual problems of psychology: Collection of scientific works of the Institute of Psychology named after H.S. Kostyuk of the National Academy of Sciences of Ukraine. - Zhytomyr, - Volume 7. Environmental psychology. Issue 33, P. 268-277.

Lyovochkina, A.M., (2014), Basics of environmental psychology: Study guide / A.M. Lyovochkina//Interregional Academy of Personnel Management. K.: MAUP, 135 p.

Skrebets, V.O., (2013), Basics of Psychodiagnostics [Text] study guide for students of higher educational institutions / V.O. Skrebets K.: Slovo, 192 p.

Shanaeva-Tsymbal, L.O., (2014), Formation of ecological self-awareness of citizens of Ukraine / L.O. Shanaeva-Tsymbal // Bulletin of the Academy of the Customs Service of Ukraine. Series: Public administration. No. 2(11). P. 136-140.

Yamnych, N. Yu., Kharchuk, N.S., (2015), Innovations in current education quality management. Naukovyi visnyk NULES of Ukraine. Series: Philological sciences, 225 (2), 173- 178.

Shanaieva-Tsymbal, L., Kachmarchyk S., Khrystiuk S., (2019), Using blended learning technology in foreign language communicative competence forming of future International relations specialists. Romanian Journal for Education. Multidimensional. -Volume 11, Issue 4, p. 84-99. https://lumenpublishing.com/journals/index.php/rrem/article/ vie w/1555/pdf