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SUMMARY AND CONCLUSION: WHAT CAN EDUCATION ACCOMPLISH? We have discussed educational interventions aimed at promoting fairly specific pro-environmental attitudes and beliefs among individuals and overcoming inter­ nal barriers, such as lack of knowledge or commit­ ment, that keep them from acting on those attitudes. Education can make a difference in people's behavior, but there are serious limits to what it can accomplish. The chapter supports the following general conclu­ sions: In the short term, educational approach • work only when the main barriers to action ar interna o the individual. As we have seen, education live mainly with relatively simple, low-cost behaviors, such as depositing cans in curbside recycling bins or altering home thermostat settings. Such actions help, but they typically have smaller effects on the environ­ mental problems they are meant to lessen than more permanent actions such as purchasing an energy-effi­ cient vehicle or appliance (see Chapt...

TIGHTENING THE LINKS FROM ATTITUDES TO BEHAVIOR Table 4-2 shows that even in the presence of favorable attitudes, knowledge does not lead directly or auto matically to pro-environmental behavior. People do not always do what they are predisposed to do, even if they know how and there are no external barriers. An example is people who save recyclables for a long period but never "get around to" taking them to the recycling center. Another example: Homeowners who want to use the city's collection service for com­ postable yard wastes but forget to put the wastes near the curb on the proper day. Or shoppers who prefer environmentally friendly products but feel too preoc­ cupied with getting through their shopping lists to fully attend to their environmental concerns. We are referring here to level 2 of the table—"attention, com­ mitment, etc." In order for people to express their pro-environmental attitudes in actual behavior, they must pay attention to enviro...

EFFORTS TO CHANGE BEHAVIOR WITH INFORMATION Lack of information can be a serious internal barrier to action because it is not always obvious to an indi­ vidual how to act effectively on his or her attitudes. This is especially the case for environmental protec­ tion, because the connections between behavior and its environmental effects can be impossible to discern from personal experience. Only expert analysts can tell which behaviors have the greatest effect on global warming or the extinction of species in distant tropi­ cal forests, so nonexperts cannot be expected to know what to do without some assistance. Even with a relatively simple problem, such as reducing energy use in the home, many people do not know which conservation actions are most effective, as we show in Chapter 10. How much can be done to protect the environment by informing consumers? The best evidence comes from careful studies of deliberate interventions— studies that compare the behavior of people who ha...

Box 4-1 _____________________________________________________ Attitudes versus Barriers to Action:- Energy Conservation in Massachusetts, 1980 In the summer of 1980, a period of serious national concern about energy conservation and rapidly rising energy prices, one of the authors and his colleagues conducted a statewide survey of energy conservation activities in Massachusetts (Black, Stern, and Elworth, 1985). We surveyed a random sample of the house­holds served by the state's five major electric utility companies, and received responses from 478 house­ holds across the state. We tried to explain why house­ holds differed in what they had done to conserve energy and particularly, to see how much internal psychological factors, such as attitudes and beliefs, mattered in comparison with external factors such as income, home ownership, household size, and the like. We examined four classes of energy-saving ac­ tivities: major investments (such as insulating walls and...

CHAPTER 3____________ RELIGIOUS AND MORAL APPROACHES: CHANGING VALUES, BELIEFS, AND WORLDVIEWS I. Chapter Prologue II. Introduction III. Do Values, Morals, Beliefs, and Religious Teachings and Practices Affect How Individuals and Cultures Treat Their Environment? A.     Survey-Research in a Single Country (the United States) B.     Historical and Intercultural Evidence IV. Proenvironmental Religious/Moral Movements—Current Developments and Possible Future Trends A.   Ecotheology B.   Thomas Berry's Work C.   The Deep Ecology Movement D.   Ecofeminism

CHAPTER 3____________ RELIGIOUS AND MORAL APPROACHES: CHANGING VALUES, BELIEFS, AND WORLDVIEWS I. Chapter Prologue II. Introduction III. Do Values, Morals, Beliefs, and Religious Teachings and Practices Affect How Individuals and Cultures Treat Their Environment? A.     Survey-Research in a Single Country (the United States) B.     Historical and Intercultural Evidence IV. Proenvironmental Religious/Moral Movements—Current Developments and Possible Future Trends A.   Ecotheology B.   Thomas Berry's Work C.   The Deep Ecology Movement D.   Ecofeminism

CHAPTER 3____________ RELIGIOUS AND MORAL APPROACHES: CHANGING VALUES, BELIEFS, AND WORLDVIEWS I. Chapter Prologue II. Introduction III. Do Values, Morals, Beliefs, and Religious Teachings and Practices Affect How Individuals and Cultures Treat Their Environment? A.     Survey-Research in a Single Country (the United States) B.     Historical and Intercultural Evidence IV. Proenvironmental Religious/Moral Movements—Current Developments and Possible Future Trends A.   Ecotheology B.   Thomas Berry's Work C.   The Deep Ecology Movement D.   Ecofeminism

CHAPTER 3____________ RELIGIOUS AND MORAL APPROACHES: CHANGING VALUES, BELIEFS, AND WORLDVIEWS I. Chapter Prologue II. Introduction III. Do Values, Morals, Beliefs, and Religious Teachings and Practices Affect How Individuals and Cultures Treat Their Environment? A.     Survey-Research in a Single Country (the United States) B.     Historical and Intercultural Evidence IV. Proenvironmental Religious/Moral Movements—Current Developments and Possible Future Trends A.   Ecotheology B.   Thomas Berry's Work C.   The Deep Ecology Movement D.   Ecofeminism

CHAPTER 3____________ RELIGIOUS AND MORAL APPROACHES: CHANGING VALUES, BELIEFS, AND WORLDVIEWS I. Chapter Prologue II. Introduction III. Do Values, Morals, Beliefs, and Religious Teachings and Practices Affect How Individuals and Cultures Treat Their Environment? A.     Survey-Research in a Single Country (the United States) B.     Historical and Intercultural Evidence IV. Proenvironmental Religious/Moral Movements—Current Developments and Possible Future Trends A.   Ecotheology B.   Thomas Berry's Work C.   The Deep Ecology Movement D.   Ecofeminism

CHAPTER 3____________ RELIGIOUS AND MORAL APPROACHES: CHANGING VALUES, BELIEFS, AND WORLDVIEWS I. Chapter Prologue II. Introduction III. Do Values, Morals, Beliefs, and Religious Teachings and Practices Affect How Individuals and Cultures Treat Their Environment? A.     Survey-Research in a Single Country (the United States) B.     Historical and Intercultural Evidence IV. Proenvironmental Religious/Moral Movements—Current Developments and Possible Future Trends A.   Ecotheology B.   Thomas Berry's Work C.   The Deep Ecology Movement D.   Ecofeminism

CHAPTER 3____________ RELIGIOUS AND MORAL APPROACHES: CHANGING VALUES, BELIEFS, AND WORLDVIEWS I. Chapter Prologue II. Introduction III. Do Values, Morals, Beliefs, and Religious Teachings and Practices Affect How Individuals and Cultures Treat Their Environment? A.     Survey-Research in a Single Country (the United States) B.     Historical and Intercultural Evidence IV. Proenvironmental Religious/Moral Movements—Current Developments and Possible Future Trends A.   Ecotheology B.   Thomas Berry's Work C.   The Deep Ecology Movement D.   Ecofeminism

EDUCATIONAL INTERVENTIONS: CHANGING ATTITUDES AND PROVIDING INFORMATION CHAPTER PROLOGU T his chapter begins with brief passages from two of the best-known and most widely read books ever writ­ ten about environmental problems. The books were -written to educate people about the problems and, thereby, change their behavior toward the environ­ ment. Such efforts to educate usually have two main thrusts, which the passages below illustrate: changing people's attitudes and providing them with informa­ tion. The first passage comes from Rachel Carson's classic book on the dangers of pesticide use, Silent Spring (1962): [Insecticide and herbicide] sprays, dusts, and aerosols are now applied almost universally to farms, gardens, forests, and homes—nonselective chemicals that have the power to kill every insect, the "good" and the "bad," to still the song of birds and the leaping offish in streams, to coat the leaves with a deadly film, and to lin...

Gardner, G. T., & Stern, P. C. (1996).   Environmental problems and human behavior . Allyn & Bacon BAB 3 AGAMA DAN MORAL PENDEKATAN: MENGUBAH NILAI, KEYAKINAN, Dan pandangan I. Bab Prolog II. Pengantar III. Apakah Nilai, Moral, Keyakinan, dan Ajaran Agama dan Praktik Mempengaruhi Bagaimana Individu dan Budaya Perlakukan Lingkungan mereka? A. Survei Penelitian dalam Single Negara (Amerika Serikat) B. Sejarah dan Bukti Intercultural