Formation of ecological culture of students of higher education institutions from the standpoint of humanistic approach

Donchenko Larysa Mykhailivna

Candidate of Geographical Sciences, Associate Professor

Associate Professor of Tourism, Socio-Economic Geography and Local History Bohdan Khmelnytsky Melitopol State Pedagogical University

Formation of ecological culture of students of higher education institutions from the standpoint of humanistic approach

Modern education is impossible to imagine without a humanistic approach, focused on respect for human dignity, to create the necessary conditions for personal development. This approach in education is aimed at forming a humane relationship between the participants in the process, their respect for each other [5]. At the same time, humanism presupposes a humane attitude to nature, which can be most productively realized through environmental education and upbringing. The main function of education is to form an individual cultural experience necessary for successful life self-realization. Full life self-realization of the individual is possible if a person has a life goal, is aware of their abilities and interests, has the knowledge, skills, abilities and creative abilities to fully realize themselves in activities and social relations, capable of purposeful willpower, feels part of human community and part of nature. The phenomenon of «culture» is interpreted by many experts in the social sciences from the standpoint of man’s attitude to nature, other people and himself. They believe that in the triad «nature-man-society» culture is an integrative principle [1,5].

Ecological education is a socio-cultural phenomenon that contributes to the development of the intellectual and spiritual sphere of the individual, the experience of social relations and the system of values in relations with nature and people. We consider the need and relevance of environmental education in the context of humanization from two sides. On the one hand, such education involves the preservation of human habitat, the world of nature, on the other, aimed at forming a harmoniously developed personality. The result of ecological education is the ecological culture of the individual. Based on the analysis of a large number of literary sources, we proposed our own interpretation of this concept, according to which: emotional-sensory and value attitude to it and the corresponding skills, abilities, needs of interaction with it, based on the harmonization of relationships in the system «nature-man».

A person with a high ecological culture is distinguished by the ability to achieve harmony, not only with the outside but also with his inner world. Therefore, the essence of environmental education is the development of the individual as a subject of culture in relations with nature and other people. Environmental culture improves the quality of vocational education, because higher education is designed to train professionals who are able to anticipate and take into account not only socio-economic, political, but also moral and environmental consequences of certain specific production and management decisions.

Thus, the humanization of higher education contributes to the development of ecological culture of students. Further increase of ecological orientation of teachers of higher education institutions will promote realization of tasks of ecological education in higher education and improvement of preparation of young experts. On the contrary, a humane attitude to nature, a high level of environmental culture of students and teachers allows you to build interpersonal relationships in the course of learning and education as a respectful, mutually trusting, partnership. This aims to implement a productive dialogue between the participants in the process, means in practice the implementation of cooperation in accordance with the modern didactic concept in the humanization of educational systems [2,3,5].

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