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Essay on Environmental Consciousness

Students are often asked to write an essay on Environmental Consciousness in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Environmental Consciousness

Understanding environmental consciousness.

Environmental consciousness is about being aware of the natural world and our impact on it. It involves understanding the importance of conservation, recycling, and reducing our carbon footprint.

The Importance of Environmental Consciousness

Our actions affect the environment. By being environmentally conscious, we can help preserve the planet for future generations. This includes simple actions like recycling, using less water, and reducing energy consumption.

Our Role in Environmental Consciousness

Everyone can contribute to environmental consciousness. Small actions like picking up litter, planting trees, or using public transport can make a big difference. It’s our responsibility to protect our planet.

250 Words Essay on Environmental Consciousness

Introduction.

Environmental consciousness refers to the awareness and understanding of the relationship between individuals and their surroundings. It embodies the choices and actions taken to preserve and improve the health of our planet. In the current era, this consciousness is not a luxury but a dire necessity.

Driving Factors

The escalating environmental crises, such as climate change, deforestation, and pollution, have triggered the need for environmental consciousness. The understanding that our actions directly impact the environment and, consequently, our survival is the primary driving force behind this awareness.

The Role of Education

Education plays a pivotal role in fostering environmental consciousness. By integrating environmental topics into the curriculum, students can comprehend the implications of their actions on the environment. This knowledge empowers them to make informed decisions and promote sustainable practices.

Individual and Collective Responsibility

Environmental consciousness is both an individual and collective responsibility. On an individual level, adopting eco-friendly habits, like reducing waste and conserving energy, can make a significant difference. Collectively, communities and governments can implement policies and regulations that protect the environment.

In conclusion, environmental consciousness is a critical aspect of our existence. It is a collective endeavour that requires the participation of every individual, community, and nation. By fostering this consciousness, we can ensure a sustainable and healthy planet for future generations.

500 Words Essay on Environmental Consciousness

The environment is the foundation of life, offering the resources we need to survive and thrive. However, our actions often neglect the health of our planet, leading to devastating consequences such as climate change, deforestation, and pollution. This essay explores the concept of environmental consciousness, its importance, and how it can be cultivated among individuals and societies.

Environmental consciousness refers to the awareness and understanding of the environmental issues that our planet faces and the commitment to take action to mitigate these problems. It is not just about knowing what’s happening to our environment, but also about feeling a sense of responsibility to protect it. This consciousness is crucial because it motivates individuals and societies to make environmentally-friendly choices that can help sustain the planet for future generations.

The importance of environmental consciousness cannot be overstated. It is the key to achieving sustainability, as it encourages responsible behavior that reduces harm to the environment. Consciousness leads to action, and when people are environmentally conscious, they are more likely to recycle, conserve water and energy, reduce waste, and support renewable energy sources.

Moreover, environmental consciousness can influence policy-making. Governments and corporations are more likely to implement eco-friendly policies and practices when their constituents or consumers demand it. Therefore, a society’s level of environmental consciousness can significantly impact the health of the planet.

Promoting Environmental Consciousness

Promoting environmental consciousness is a multifaceted task that requires collective efforts. Education is a powerful tool in this regard. By integrating environmental education into school curriculums, we can equip the younger generation with the knowledge and skills they need to make sustainable choices.

Media also plays a crucial role in raising environmental consciousness. Documentaries, news reports, and social media campaigns can highlight the urgency of environmental issues and inspire people to take action.

Moreover, individuals can promote environmental consciousness through their daily actions and decisions. By choosing to live sustainably, we can influence others in our community and contribute to a larger cultural shift towards environmental responsibility.

Environmental consciousness is more than just an understanding of environmental issues; it is a commitment to protect and preserve our planet. As we face unprecedented environmental challenges, it is crucial that we cultivate this consciousness in ourselves and in our societies. Through education, media, and individual actions, we can promote environmental consciousness and drive the changes necessary to ensure a sustainable future. Remember, every action counts, and our collective efforts can make a significant difference.

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Environmental Consciousness Essay in English, 200, 300, 500, 800 Words

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Environmental Consciousness Essay in English 200 Words

The term “environmental consciousness” refers to a person’s awareness and comprehension of the precarious equilibrium that exists between their actions and those of the natural world. It includes acknowledging our obligation to safeguard and conserve the Earth’s resources for coming generations. Recent years have seen a rise in environmental problems like climate change, pollution, deforestation, and biodiversity loss, which have highlighted the need for increased environmental awareness.

Making environmentally conscious decisions involves doing so every day. Small steps like waste reduction, recycling, water conservation, and the use of energy-efficient appliances are where it all begins. It also encompasses supporting renewable energy sources, promoting conservation initiatives, and promoting sustainable practices in industries and policies. Education is essential for promoting environmental awareness. People can learn about the effects of human activity on the environment and the significance of environmental preservation through education, the media, and public awareness campaigns.

We can reduce our ecological footprint by making thoughtful decisions by being aware of the effects of our actions. Collective action is also necessary for environmental consciousness. To address urgent environmental issues, governments, corporations, and people must collaborate. A sustainable future is only possible by putting eco-friendly policies into practice, making investments in green technologies, and supporting conservation initiatives.

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Importance of Environmental Consciousness Essay in English 300 Words

Have you come across that meme that compares the structure of the human brain to a cauliflower? Or a picture of the universe with pictures of a mouse’s brain’s neuron connections? If you haven’t, I suggest you do a quick google image search. As humans, we don’t necessarily know why those similarities are there, but their existence is surely fascinating and has been generating whole philosophies about our interconnectedness with the natural world. An essential part of some of these philosophies is the concept of environmental consciousness. So let’s look at the meaning of environmental consciousness, and why it’s important.

Environmental consciousness is one of the terms that our society has used the most recently and to varying degrees. Being environmentally and ecologically conscious has become a requirement, whether at a gathering of world leaders or a neighborhood gathering. Being aware of environmental issues is generally defined as having an understanding of the environment one lives in, the actions and relationships among it, and the impacts that are caused over the course of a short or long period of time. Such consciousness is only regarded as complete when it is believed that such actions have an impact on the planet and the environment in question on a scale much greater than local.

We must reconsider our actions and any potential repercussions in order to lessen the impact of human activity on the environment. The pursuit of knowledge is yet another aspect of developing such consciousness. After all, awareness and knowledge are two concepts that have a close relationship. For instance, it has recently come to light that automobiles, like other industries, release polluting gases. However, the nations that are most developed and consumerist are also the ones that produce the most greenhouse gas emissions. Realizing that the amount of waste produced has a significant impact on the balance of the environment.

Short Essay on Environmental Consciousness 500 Words

Definition of environmental consciousness.

The ideology of environmentalism serves as the foundation for the definition of environmental consciousness. According to environmentalists, all living things, including the environment, have rights that should be upheld. Our planet and its ecosystems can be saved by fighting forest fires, eating a GMO-free diet, and dressing in “traction” (clothes made of trash) rather than fashion. People who share the same values are included in the environmental consciousness. people who use renewable resources and are concerned about the environment. People with the capacity to put others before themselves and act in the interests of the environment.

Numerous people discuss and research environmental consciousness. The need for environmental protection is brought on by the environment’s drastic changes brought on by rising carbon dioxide levels. The atmosphere changes as a result of rising carbon dioxide levels. Because carbon dioxide absorbs heat, the temperature of the atmosphere rises. More carbon dioxide is released into the atmosphere when a plant dies. More temperature changes and less oxygen in the air may result from this. We need to take care of the environment before it’s too late to help slow down this process.

Environmental Consciousness Value

For our children, we want a good life. By making small daily contributions to environmental protection, we can ensure that our offspring and future generations lead the highest possible quality of life.

Reducing our energy consumption is one of the first steps in becoming more environmentally conscious or aware. Driving less polluting vehicles may also be necessary. Environmental education is important because it can make us more aware of how human activity affects the planet and contributes to global warming. Promoting renewable resources like solar, wind, and water, it can also assist us in building a more sustainable world.

Environmental pollution’s root causes

There are numerous causes of environmental pollution that we currently experience. Mismanagement of oil production and transportation is a significant contributor to environmental pollution. As a result, there are oil spills that kill aquatic life all over the world. Global warming is another problem associated with environmental pollution. The increase in greenhouse gases raises the temperature of the atmosphere on Earth. As a result, it’s critical to protect the environment and practice environmental awareness. The rapid exploitation of nature brought on by industrialization has resulted in pollution and the depletion of its resources. If a general awareness of environmental issues is raised through various media, education, and the visual and performing arts, this destructive trend may be slowed down, if not entirely reversed.

Our forefathers were more environmentally aware and responsible than we are. Their basic needs consisted of gathering fuel, flowers, fruit, and other such things. They did not engage in willful forest destruction or engage in dishonest hunting and poaching practices.The attitude of our ancestors towards life and its purpose was “live and let others live,” in contrast to the plunder of today, where the guiding passion is to explore and exploit the known and unknown sources of wealth. Planners, decision-makers, and political power brokers have long allowed things to drift and deteriorate willy-nilly. Now is the time to wake up and read the signs in the room. All around, the alarm bells are ringing.

Environmental Consciousness Essay PDF 800 Words

What is environmental consciousness .

People who share the same set of values are considered to be environmentally conscious. people who respect the environment and make use of renewable resources. People with the capacity to put others before themselves and act in harmony with the natural world.

Being environmentally conscious means minimizing our actions’ detrimental effects and being aware of how they affect the environment. Being environmentally conscious, then, is about how we conduct ourselves and how we lessen our impact on the environment. Being environmentally conscious does not entail being perfect; rather, it entails being aware of the actions that must be taken to improve the world for coming generations.

Why is environmental consciousness important?

We must educate both kids and adults about the importance of environmental consciousness if we want to guarantee the safety of future generations’ lives. It isn’t really right that our actions will have severe environmental repercussions for future generations.

Campaigns for environmental consciousness are intended to inspire people to act to protect the environment. In fact, it is our moral responsibility to preserve the planet for present and future generations. Without human assistance, it is believed that mankind as a whole will not be able to survive on this planet for long periods of time. How can we raise environmental awareness among ourselves and those around us? Being environmentally conscious is important, but how can society as a whole become more conscious of the environment and our urgent environmental challenges when we are constantly surrounded by things that cause environmental degradation?

Education is the key to everything!

By reading this blog, you’ve already made some progress toward raising environmental awareness. Here are some suggestions to help you increase environmental awareness in your neighborhood:

a) Stay current on environmental news.
b) Read books about the natural world and the environment.
c) Participate in environmental campaigns, rallies, and seminars.
d) Participate in natural Olympiads and environmental quizzes.

Benefits of environmental consciousness

Being environmentally conscious has many advantages, such as:

Benefits to the economy – When you are conscious of your environmental impact, you are more likely to recycle or reuse materials that would otherwise end up in landfills. A further way to cut costs is to buy secondhand goods or goods made from recycled materials.

Health benefits – By relocating to greener areas, increasing your walking or cycling time, and avoiding more polluting transportation options, being environmentally conscious can lower your risk of developing certain diseases.

Social benefits – Environmentally conscious individuals frequently collaborate in “communities” that support one another without asking for anything in return other than gratitude. Due to the fact that they are founded solely on members’ respect for one another and shared objectives rather than purely financial motivation, these communities have something special to offer.

Creative advantages – Finding innovative ways to reuse or upcycle items that would otherwise end up in a landfill can help you become more creative.

The objective of environmental awareness

The main objective of environmental awareness are:

To raise awareness of the causes of environmental degradation and offer suggestions for ways to reduce activities that have a negative impact on the environment.
To cultivate the mindset necessary to take action to protect the environment. The general public ought to feel duty-bound to safeguard the environment.

How do we develop environmental consciousness?

Here are a few strategies for spreading knowledge about environmental issues.

Social Media Use

Social media, as we all know, is powerful. You can use online resources as tools to spread education to more people. You’d be surprised at how much influence sharing, liking, and commenting on posts have. It might not seem like much. One tweet is all it takes to alter your viewpoint. Consider leveraging your online presence for the benefit of the planet. An informative post that is simple to understand can work wonders.

Create videos and articles

Do you have an artistic side? If so, you might think about publishing content to spread awareness of environmental problems. This approach will be especially helpful when you want to spread optimism or shed light on obscure subjects. There’s always room for more books and films about the impact one person can have. You can publish your content online using sites like blogs and YouTube.

Join a March or Rally

When there are local climate-related issues you can rally around, rallies and marches can be especially effective. Learn from the many young climate activists who have organised and participated in rallies and marches to save the environment if you want to find out more about organizing a successful event.

Being environmentally aware is crucial, and we should all do our part to protect the planet and its ecosystems for coming generations. Last but not least, being environmentally conscious will make you more conscious of your behavior and ensure that you are also taking care of the environment around us!

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3 thoughts on “Environmental Consciousness Essay in English, 200, 300, 500, 800 Words”

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Environmental Consciousness Essay in English For Students

Sharing an Environmental Consciousness Essay in English for students and children. In this article, we have tried our best to provide a short Essay on Environmental Consciousness in 100, 150, 200, 300, 500, and 1500 words.

( Essay-1 ) Short Essay on Environmental Consciousness in 200 words for students

Environmental consciousness is about being aware of how our actions impact the environment and making choices to protect it. It means recognizing that the Earth’s resources are limited and that we need to use them wisely to ensure a healthy planet for future generations.

When we are environmentally conscious, we think about the consequences of our actions on nature. We try to reduce waste, conserve energy and water, and protect wildlife and natural habitats. We understand that small changes, like recycling paper or turning off lights when not in use, can make a big difference.

Environmental consciousness is also about caring for the Earth and all its inhabitants. It’s about appreciating the beauty of nature and understanding that we are part of a larger ecosystem. By being mindful of our impact on the environment, we can work together to create a more sustainable and harmonious world for everyone.

As students, we have the power to make a positive difference. By learning about environmental issues and taking action to protect the environment, we can help create a brighter future for ourselves and future generations.

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( Essay-2 ) Environmental Consciousness Essay in 300 words

Environmental consciousness, a cornerstone of sustainable living, embodies an intrinsic understanding of our interconnectedness with the natural world. It encapsulates a deep appreciation for the environment’s beauty, resilience, and fragility, inspiring individuals and communities to nurture and protect it for future generations.

At its essence, environmental consciousness is about mindfulness—a conscious awareness of the impact of our actions on the environment and a commitment to making choices that minimize harm and maximize sustainability. It involves recognizing the importance of preserving biodiversity, mitigating climate change, and safeguarding natural resources for the well-being of all life on Earth.

Empathy lies at the heart of environmental consciousness, as it fosters a sense of kinship with the myriad species that inhabit our planet. By cultivating empathy towards the natural world, we recognize that our actions have far-reaching consequences, affecting not only human communities but also the ecosystems that sustain life.

Responsibility and stewardship are integral components of environmental consciousness, prompting us to take ownership of our role as custodians of the Earth. It compels us to advocate for policies that prioritize environmental protection, hold corporations accountable for their ecological footprints, and embrace sustainable practices in our daily lives.

Environmental consciousness is not merely a concept—it is a call to action, urging us to tread lightly on the Earth and tread thoughtfully in our interactions with nature. It invites us to cherish the wonders of the natural world, from the majestic forests to the shimmering oceans.

In conclusion, environmental consciousness is a pathway to harmony—a harmonious relationship with the Earth and all its inhabitants. It empowers us to become mindful stewards of the planet, working together to create a more sustainable and equitable world for generations to come.

( Essay-3 ) Essay on Environmental Consciousness in English 500 words

Environmental consciousness, often referred to as environmental awareness or eco-consciousness, encompasses an individual’s or society’s understanding of the interdependence between human activities and the health of the natural world. In today’s rapidly changing world, the concept of environmental consciousness has become increasingly vital as we face pressing challenges such as climate change, biodiversity loss, pollution, and resource depletion. In this essay, we will explore the significance of environmental consciousness, its key components, and the role it plays in shaping a sustainable future for our planet.

Understanding Environmental Consciousness

At its core, environmental consciousness involves recognizing the intrinsic value of the environment, understanding the impacts of human actions on ecological systems, and acknowledging the need for responsible stewardship of natural resources. It encompasses awareness of environmental issues, empathy towards other species and ecosystems, and a commitment to sustainable living practices.

Key Components of Environmental Consciousness

1 Awareness and Education: Environmental consciousness begins with awareness and education. It involves understanding the causes and consequences of environmental problems, such as climate change, deforestation, and pollution. Education plays a crucial role in fostering environmental literacy and empowering individuals to make informed decisions about their actions.

2 Empathy and Connection: A key aspect of environmental consciousness is developing empathy and a sense of connection with the natural world. This involves recognizing the inherent value of ecosystems, biodiversity, and non-human species, and understanding that human well-being.

3 Responsibility and Accountability: Environmental consciousness also entails taking responsibility for the environmental impacts of our actions and advocating for sustainable solutions.

4 Lifestyle Choices: Adopting environmentally friendly lifestyle choices is another important component of environmental consciousness. This includes reducing energy consumption, minimizing waste, conserving water, and supporting sustainable agriculture.

The Role of Environmental Consciousness in Sustainability

By fostering a deeper understanding of environmental issues and promoting responsible behavior, environmental consciousness plays a crucial role in advancing sustainability goals.

1 Mitigating Climate Change: Environmental consciousness drives efforts to reduce greenhouse gas emissions, transition to renewable energy sources, and promote energy efficiency. By raising awareness of the urgency of climate action and advocating for policy changes, environmental consciousness contributes to mitigating the impacts of climate change.

2 Protecting Biodiversity: Environmental consciousness encourages efforts to conserve and restore habitats, protect endangered species, and promote sustainable land use practices. By valuing biodiversity and recognizing its importance, environmental consciousness supports biodiversity conservation efforts.

3 Promoting Resource Efficiency: Environmental consciousness promotes the efficient use of natural resources and the reduction of waste. By adopting circular economy principles, minimizing consumption contributes to resource conservation and waste reduction.

4 Advocating for Environmental Justice: Environmental consciousness also involves advocating for environmental justice and equity. It recognizes that marginalized communities are often disproportionately affected by environmental hazards and pollution and works towards addressing these disparities.

In conclusion, environmental consciousness is a fundamental aspect of sustainability and a prerequisite for addressing the environmental challenges facing our planet. By fostering awareness, empathy, responsibility, and sustainable behavior, environmental consciousness empowers individuals and societies to become stewards of the Earth.

( Essay- 4 ) Environmental Consciousness Essay in English 1500 words

In recent decades, environmental consciousness has emerged as a critical theme in global discourse, reflecting a growing awareness of humanity’s impact on the planet and the urgent need for sustainable solutions. This essay delves into the multifaceted aspects of environmental consciousness, exploring its historical evolution, current challenges, and prospects for fostering a more harmonious relationship between humanity and the natural world.

Historical Roots of Environmental Consciousness

The historical roots of environmental consciousness can be traced back to ancient civilizations, where indigenous cultures often revered nature and recognized the intrinsic value of the natural world. These early societies lived in close harmony with their surroundings, viewing themselves as an integral part of the ecosystem rather than separate from it. Practices such as animism, which attributed spiritual significance to natural elements such as trees, rivers, and animals, underscored the interconnectedness between humans and the environment.

Throughout history, various religious and philosophical traditions have also emphasized the importance of respecting and preserving the natural world. In ancient Eastern philosophies such as Taoism and Buddhism, reverence for nature and the belief in the interconnectedness of all living beings were central tenets. Similarly, indigenous belief systems around the world often incorporated rituals and ceremonies that honored the land, water, and wildlife, recognizing the reciprocal relationship between humans and the Earth.

1 Ancient Civilizations: Early civilizations, such as Mesopotamia, Egypt, and Indigenous cultures, revered nature and recognized its significance for survival and well-being.

2 Mesopotamian Wisdom: The Epic of Gilgamesh, an ancient Mesopotamian literary work, contains themes of environmental stewardship and respect for the natural order.

3 Egyptian Reverence: Ancient Egyptians revered the Nile River as a life-giving deity, fostering agricultural practices that honored the river’s cycles and sustainability.

4 Indigenous Wisdom: Indigenous cultures worldwide maintained deep connections to the land, viewing themselves as caretakers rather than conquerors of the natural world.

5 Philosophical Traditions: Eastern philosophies like Taoism and Buddhism emphasized harmony with nature, with concepts like “wu wei” promoting alignment with the natural flow of the universe.

6 Judeo-Christian Stewardship: The Judeo-Christian tradition introduced the concept of stewardship, highlighting humanity’s responsibility to care for and protect the Earth.

7 Modern Environmental Movement: The Industrial Revolution brought about unprecedented environmental degradation, leading to growing concerns over pollution and resource exploitation.

8 Rachel Carson’s Influence: Rachel Carson’s book “Silent Spring” (1962) raised awareness about the dangers of pesticides, sparking widespread public outcry and calls for environmental protection.

9 Earth Day: The first Earth Day in 1970 mobilized millions worldwide, galvanizing support for environmental activism and legislation to address issues like pollution and habitat preservation.

10 Continued Evolution: Environmental consciousness continues to evolve, encompassing a broad range of issues like climate change, biodiversity loss, and sustainable development, guiding efforts to build a more sustainable and equitable future.

Current Challenges and Imperatives

The current challenges and imperatives facing environmental consciousness are multifaceted and require urgent attention and action from individuals, communities, governments, and businesses worldwide. Here are some of the key challenges and imperatives:

1 Climate Change Mitigation and Adaptation: Climate change is perhaps the most pressing environmental challenge of our time. Mitigating greenhouse gas emissions, transitioning to renewable energy sources, and implementing resilience measures to adapt to the impacts of climate change are imperative.

2 Biodiversity Conservation: The loss of biodiversity threatens ecosystems, food security, and human well-being. Protecting and restoring habitats, conserving endangered species, and promoting sustainable land use practices are essential for biodiversity conservation.

3 Resource Management and Conservation: The unsustainable consumption of natural resources, including water, forests, and minerals, depletes ecosystems and exacerbates environmental degradation. Adopting circular economy principles, reducing waste, and promoting resource efficiency are critical imperatives.

4 Pollution Prevention and Control: Pollution from various sources, including air, water, and soil pollution, poses significant health risks and damages ecosystems. Implementing pollution control measures, regulating industrial emissions, and promoting clean technologies are essential for pollution prevention.

5 Sustainable Agriculture and Food Security: Agriculture is a major driver of environmental degradation, including deforestation, soil erosion, and water pollution. Promoting sustainable farming practices, reducing food waste, and supporting small-scale farmers are crucial for achieving food security while minimizing environmental impacts.

6 Water Management and Conservation: Water scarcity, pollution, and unsustainable water management practices threaten freshwater ecosystems and human livelihoods. Improving water efficiency, protecting watersheds, and investing in water infrastructure are essential for water conservation and sustainable water management.

7 Urbanization and Sustainable Cities: Rapid urbanization poses challenges such as air pollution, inadequate waste management, and loss of green spaces. Planning and designing sustainable cities, promoting public transportation, and enhancing green infrastructure are imperative for creating livable and resilient urban environments.

8 Environmental Justice and Equity: Environmental degradation disproportionately affects marginalized communities and vulnerable populations. Promoting environmental justice, ensuring equitable access to resources and opportunities, and amplifying the voices of frontline communities are essential for building inclusive and sustainable societies.

9 Education and Awareness: Environmental education and public awareness are critical for fostering a culture of sustainability and empowering individuals to make informed choices. Integrating environmental education into school curricula, raising awareness through media and outreach campaigns, and promoting environmental literacy are essential imperatives.

10 Global Cooperation and Collaboration: Addressing environmental challenges requires international cooperation, collaboration, and solidarity. Strengthening multilateral agreements, sharing knowledge and best practices, and mobilizing resources for global environmental initiatives are imperative for achieving collective action and making meaningful progress towards a sustainable future.

Strategies for Fostering Environmental Consciousness:

1 Education and Awareness: Environmental education plays a crucial role in raising awareness and empowering individuals to make informed decisions. Incorporating environmental literacy into school curricula, promoting public outreach campaigns, and utilizing digital media platforms can help disseminate information and promote environmental consciousness.

2 Policy and Regulation: Government policies and regulations are essential for creating an enabling environment for sustainability. Implementing measures to mitigate climate change, protect biodiversity, reduce pollution, and promote sustainable development requires strong political leadership and commitment at all levels of government.

3 Corporate Responsibility: Businesses have a significant impact on the environment and society through their operations and supply chains. Adopting sustainable practices, reducing carbon emissions, minimizing waste, and investing in renewable energy are essential steps for corporate responsibility and environmental stewardship.

4 Community Engagement: Environmental consciousness thrives in communities where individuals come together to address local environmental challenges. Community-based initiatives, such as urban gardening projects, recycling programs, and environmental advocacy groups, provide opportunities for collective action and grassroots mobilization.

5 Technology and Innovation: Technological advancements and innovation hold promise for addressing environmental challenges and promoting sustainability. From renewable energy technologies to green infrastructure solutions, investments in research and development can drive progress towards a more sustainable future.

Promoting Environmental Consciousness

Fostering environmental consciousness requires concerted efforts at multiple levels, from individual actions to collective initiatives involving governments, businesses, and civil society organizations. Education plays a crucial role in raising awareness and empowering individuals to make informed choices that reduce their ecological footprint. By incorporating environmental literacy into school curricula and promoting environmental stewardship through community-based initiatives, we can cultivate a culture of sustainability from an early age.

Furthermore, public awareness campaigns, media outreach, and digital platforms offer valuable tools for disseminating information, inspiring action, and mobilizing support for environmental causes. Social media, in particular, has emerged as a powerful tool for raising awareness and fostering grassroots movements, enabling individuals to connect, collaborate, and advocate for positive change on a global scale.

At the same time, government policies and regulations play a pivotal role in shaping environmental behavior and promoting sustainable practices. By enacting legislation that incentivizes renewable energy adoption, reduces greenhouse gas emissions, protects natural habitats, and promotes circular economy principles, policymakers can create an enabling environment for sustainable development and mitigate the impacts of climate change.

Similarly, businesses have a responsibility to incorporate environmental considerations into their operations and supply chains, adopting sustainable practices that minimize waste, conserve resources, and promote corporate social responsibility. From adopting renewable energy sources to implementing eco-friendly production processes and reducing single-use plastics, businesses can drive innovation and lead the transition towards a more sustainable economy.

Conclusion: Towards a Sustainable Future

In conclusion, environmental consciousness is essential for addressing the complex environmental challenges facing humanity and safeguarding the planet for future generations. By embracing a holistic understanding of our interconnectedness with the natural world and taking collective action to promote sustainability, we can forge a path toward a more harmonious and resilient future. Whether through individual lifestyle choices, community engagement, policy advocacy, or corporate responsibility, each of us has a role to play in shaping a sustainable world that prioritizes the well-being of both people and the planet. As we confront the existential threats posed by climate change, biodiversity loss, and environmental degradation, let us harness the power of environmental consciousness to inspire positive change and build a brighter, more sustainable future for all.

FAQs about Environmental Consciousness

1 What is environmental consciousness? Environmental consciousness refers to an awareness of the impact of human activities on the environment and a commitment to taking responsible actions to protect and preserve natural resources and ecosystems.

2 Why is environmental consciousness important? Environmental consciousness is important because it helps individuals and communities understand the importance of environmental sustainability and the need to address pressing issues such as climate change, pollution, and biodiversity loss.

3 How can I become more environmentally conscious? You can become more environmentally conscious by educating yourself about environmental issues, reducing your carbon footprint through lifestyle changes such as conserving energy and water, minimizing waste, supporting sustainable practices, and advocating for environmental policies and initiatives.

4 What are some examples of environmentally conscious actions? Examples of environmentally conscious actions include recycling, using energy-efficient appliances, reducing water consumption, supporting renewable energy sources, choosing sustainable transportation options, and participating in community clean-up efforts.

Environmental Consciousness, Sustainability, and the Character of Philosophy of Education

Open access
Published: 12 November 2016
Volume 36 , pages 333–347, ( 2017 )

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This paper argues that education itself, properly understood, is intimately concerned with an individual’s being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is engaged, is that of nature understood as the ‘self-arising’. Nature, so conceived, is essentially other and is epistemologically mysterious, possessing its own normativity, agency, and intrinsic value. As such, engagement with nature presents opportunities for consciousness quintessentially to go beyond itself, to be inspired and refreshed, and to receive non-anthropogenic standards in the form of intimations of what is fitting and what is not. It will be argued that these are fundamental to the orientation of human being, providing primordial intimations of the nature of reality and truth. Given their centrality to the idea of a person’s becoming educated, the elucidation of these and the issues to which they give rise must be central to the philosophy of education and in this sense it becomes deeply ecological.

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Introduction

Philosophy of education can be understood as engaged in the analysis and elucidation of the nature of education: the ideas that inform it and the practices that are taken concretely to constitute it. This broad characterization can rapidly be unpacked in terms of a wide range of more specific and intimately interrelated considerations, such as the character of teaching, learning, the curriculum and the pupil-teacher relationship—and also, the institutions such as schools and universities in which they occur. In turn, these considerations can lead to a number of underlying issues, for example concerning the nature of truth, knowledge and understanding; the nature and relevance of moral, social/political, aesthetic, and other values. And, perhaps, most fundamental of all: the nature of human subjectivity and personhood, and their relationship to the greater world that they inhabit, and of which they are a part. If something like this portrayal is accepted, it places the question of what it is to be human—that is to say, the character of its existence and potentiality—at the heart of philosophy of education. This has held true for many of the most influential philosophies of education, including those of Plato, Rousseau, Dewey, R. S. Peters, and the philosophers of Bildung .

It seems to me that it is on this topic of the nature and potentiality of human existence that concerns elaborated in the discourses of sustainability and environmental education have some important things to say. Indeed, they can be interpreted as requiring a significant re-orientation of the philosophy of education as largely it currently presents itself. I will begin to open up this issue by attempting to elucidate and defend what in recent times has become a heavily contested idea: that of an authentic human essence.

There is a long history of conceiving the self, not as some separate autonomous entity—as has been attributed to some forms of liberalism—but as essentially relational. Footnote 1 This has sometimes resulted in subjectivity becoming understood largely as merely the creation and on-going reflection of external influences, as illustrated in varying degree through, say, ideas of ‘subjectivation’ through the performative activities of others Footnote 2 or the subject’s coming into presence only through the recognition of others. Footnote 3 Here, the possibility of an authentic human essence is in danger of becoming dissipated across an interminable range of external agencies. Footnote 4 Yet, through its attempt to define what it is to be human, the idea of an authentic human essence can be portrayed as placing arbitrary restrictions upon human potentiality that in turn involve a colonisation of humanity by the views of the elites who decide the criteria. Footnote 5

However, there are alternative ways of acknowledging the relational dimension to human being and that emphasize the involvement with an environment without jettisoning the idea of a self that possesses some sort of internal integrity and whose characterizing aspects can be articulated to some degree. One such notion of authentic human essence derives from a formulation of the idea of consciousness derived from medieval schoolmen and re-introduced into modern philosophy by Franz Brentano in the latter half of the nineteenth century: the intentionality thesis. It will be argued that here, with some modifications, can be discerned a view of human being that holds the possibility of developing a notion of human essence in which the way in which we are ineluctably environmental is linked to a primordial idea of sustainability. I will argue that this has the potential to re-orientate our understanding of philosophy of education.

In his Psychology from an Empirical Standpoint Franz Brentano employed the idea of intentionality as a way of distinguishing consciousness from the merely physical. Footnote 6 He interpreted intentionality as ‘relationship to a content, the tendency towards an object’ that is immanent, i.e. contained within consciousness. This idea of consciousness as essentially directed upon an object, being ‘minded’, subsequently was taken up by Edmund Husserl Footnote 7 and seminally modified by his argument that the things to which consciousness is directed—its intentional objects—are not contained within itself, but are transcendent . For example, when we desire something such as a new coat, we do not desire something that is already within consciousness, say an image or an idea, but an actual coat whose existence lies beyond any individual consciousness. Furthermore, as Martin Heidegger makes clear in his rejection of Husserl’s developing transcendental idealism, we experience these transcendent objects as always already existing in a world that they share with us. Footnote 8 Such ‘worldliness’ is fundamental to their intelligibility. Human consciousness is ecstatic in this sense of existing in a constant (and complex) motion of standing out towards things beyond itself in the world. In this sense it is ineluctably worldly—and hence, we can say, environmental . And its internal integrity can be conceived as a constantly evolving genealogy of intentionality in which past acts condition, but far from determine, future acts. Footnote 9 , Footnote 10

For the purpose of illustrating how this internal relationship between consciousness and its environment connects with ecological concerns that can affect how we think about the idea of an authentic human essence, and in turn, how we should understand philosophy of education, I will develop two central aspects: (1) the primordial character of human ecstasis as a kind of sustaining; (2) the significance of the experience of nature.

Human Being as Sustainability

In other work, Footnote 11 I have argued that there is a pregnant sense in which sustainability lies at the heart of human consciousness, and that it is intimately entwined with a founding notion of truth. The argument goes as follows.

If it is proper to characterize human consciousness as intentional in the sense outlined above, it follows that the greater the range and integrity of the intentional objects in which it participates, the greater will be the richness of its own life. And because these objects are transcendent and therefore not to be conceived as exclusively the product of its own projections, primordially its stance will need to be one of receptiveness to what engages it. Although he makes no explicit reference to any intentionality thesis, something very like it can be interpreted as being present in Bertrand Russell’s introductory text The Problems of Philosophy. Footnote 12 In the concluding chapter ‘The Value of Philosophy’, he suggests that true knowledge is a union of the Self with the not-Self. It is important to note that in the case of philosophy this union is not to be understood as generating a body of definitely ascertainable knowledge. Rather, Russell holds that: ‘The value of philosophy is, in fact, to be sought largely in its very uncertainty’ and the consequent speculation that ‘suggests many possibilities which enlarge our thoughts and free them from the tyranny of custom’. Footnote 13 In this way even the smallest and most familiar things in life can become strange and enlarged in their significance. This leads Russell to make a seminal point that reveals a key implication of the intentionality thesis when considered from an educational point of view:

Apart from its utility in showing unsuspected possibilities, philosophy has a value – perhaps its chief value – through the greatness of the objects that it contemplates, and the freedom from narrow and personal aims resulting from this contemplation. Footnote 14

He goes on to make it clear that such enlargement of Self does not occur through study that ‘wishes in advance that its objects should have this or that character, but adapts the Self to the characters which it finds in its objects… In contemplation… we start from the not-Self, and through its greatness the boundaries of Self are enlarged; through the infinity of the universe the mind which contemplates it achieves some share in infinity’. Footnote 15 , Footnote 16

In this fundamental sense of consciousness being attentive to what its intentional objects present, it is involved in a sustaining of things—a letting them be as the things that they are. This is the basis of world-formation. And here, too, resides an originary sense of truth: an apprehension of things as they are in their own being. It should be noted that this is not to posit some objective reality entirely independent of consciousness; rather it is to speak of the reality in relationship to which primordially consciousness consists or lives, and, by the same token, the reality that occurs through consciousness, as the place where it can show up. As it were, subject and object are poles of the relationship that is consciousness. The poles can be distinguished, but arise only as aspects of this original relationship that constitutes consciousness and that at base is one of mutual anticipation. Elsewhere, Footnote 17 I have argued that anticipation in its varied forms pervades all that we do and experience: for example, for the walker that the earth will bear her up or for the reader that the text has meaning, and while often deeply implicit, also it is deeply enlivening and can be quite explicit—as with the anticipation of meeting a friend after a long absence, or setting off on a cross-country ramble on a fine spring morning.

Furthermore, such anticipation is not simply our projection onto an inert world. It occurs in the context of our participation in places, and a place and the things that populate and constitute it can be experienced as awaiting us and as claiming us through the invitations and prompts that they offer. Perhaps we look into the kitchen and see the dirty dishes awaiting our attention, the shade of a tree beckons us on a hot day. We can experience the history or ambience of a particular place as deeply affecting our sense of who we are and what we are doing. This is true whether it is our home with its familiar utensils that anticipate and invite our activity there, the solitude of an upland stream, or the endless lines of white war graves of the Somme that silently await our coming and remembrance. The significances that we experience in these examples are not merely subjective additions to something more primal or real, rather they constitute the world of sense in which we live—and from which all else is abstraction and fabrication.

It is important to make clear that this sense of reciprocal anticipation in our experience of the world emanates not only from the clearly artefactual, but also from the quintessentially non-artefactual: nature. The spider’s web anticipates the stray fly; after a hard winter the swelling buds standing out on dark stems anticipate warmer and longer days. Reaching for a ripe fruit, it can be experienced as awaiting our grasp; the nearby robin awaits alert for the disturbance that will expose hidden grubs as I take my fork to the soil. We exist through our participation in this interplay of anticipation. Without it, indeed, we would enter ontological freefall, for there is an important sense in which we ourselves inhere in the world through a meshing of our anticipations with those experienced in the places in which we live and in which essentially we find ourselves. In the case of ‘natural places’, this can range from an unreflective picking of an inviting apple, to a more general attunement to the myriad signs of what is nascent on a spring day that shapes our own anticipations and thus locates us in the play of the seasons. Ultimately there is nothing purely objective or passive about a place—‘domestic’ or ‘natural’; it only appears so when we have lost touch with its, and our own, genius—as when, under the influence of scientism, we can be persuaded that to recognize its transcendent inviting otherness is to indulge a frothy fiction.

Because it illustrates these points in a powerful way, and also because it leads to issues that lie at the heart of ideas of ecologizing philosophy of education, I will now turn to an elucidation of our experience of nature.

The Significance of Nature

The key feature of our experience of nature qua nature—that is to say the experience that lies at the kernel of our concept of nature—is its independence of our authorship and will. In this sense things in nature are quintessentially self - arising, Footnote 18 befalling us in their individuality and particularity as non-artefactual, essentially other. However, two caveats need to be entered here.

First, this is far from saying that in all our encounters with nature its self-arising character is what is most prominent. On occasion it may be heavily veiled or subverted. Indeed, it may be that increasingly and for the most part we come to see things in nature in purely instrumental or economic terms, paying little or no attention to their particularity and otherness. The point being made is that insofar as we do still construe something as a part of nature, the idea of it as self-arising is implicit, and furthermore that this understanding of nature both is deeply embedded in our form of sensibility and is an essential element of it (of which more anon).

Second, of course, we can affect nature in all sorts of ways, but in all our interactions with it there remains something that is ‘other’, always beyond us and experienced as occurring from out of itself—And this, notwithstanding the fact that our linguistic articulations of nature occur through concepts that have been socially produced. Perhaps, on my cross country ramble a freshening breeze sets the boughs of some great tree dancing. Clearly, this is understood and articulated through the relevant socially produced concepts, but that the boughs moved in this way and at this moment is perfectly independent of these concepts.

Having recognized this element of autonomy in nature, it is important to note that there is a complex relationship between the play of human purposes and the disclosure of the otherness of nature. While often our contact with an intelligible world is modulated by the purposes and practices that we pursue, equally, aspects of that world can announce themselves ‘uninvited’. Perhaps we suddenly experience a marked change of temperature or a powerful odour, or our attention is commanded by the sudden apprehension of something neither foreseen nor imagined—such as a clap of thunder emanating from brooding clouds that have crept up on us unawares. Furthermore, our artefacts are frequently both shaped by our awareness of aspects of nature with which we have to contend, such as the weather, and can reveal facets of that nature such as the way that a glass prism can display the colours concealed within white light.

And, of course, this intimate interplay and reciprocal conditioning of human purposes and artefacts with the appearing of nature in its otherness occurs within—and constantly extends—our overarching form of sensibility. This latter evolved precisely in response to the presence of otherness in its myriad changing forms, and historically whose most powerful and pervasive example is that of self-arising nature that both has shaped our senses and whose presence as an independent reality is implicit in the logic of our senses and the languages used in relation to them, such as those of perception and description. Hence, the nature that we experience is human-related in that human consciousness provides the place and occasion for its appearances, but ultimately not simply human-authored. In experience, the living presence of natural things is something we behold rather than construct, and we take such things to have their own ‘lives’ and interactions, regardless of whether we witness or speculate about them. Footnote 19

This experience of the living presence of natural things brings me to another important aspect of self-arising nature. Scientific ecology has drawn attention to the ways in which things in nature are biophysically interdependent, individuals being causally sustained as integral members of local ecosystems, which in turn are nested in overarching regional or global systems. However, from the phenomenological perspective, there is another important sense in which things in nature exist always in relationship: not now as scientifically defined objects or constructs, but in their very occurring—in their being . In other work Footnote 20 I have argued that the character of their living presence—the things that they are in our sensory experience of them—occurs through the mutually sustaining relationships that constitute place-making. To return to the example of the upland stream: the glistening flow of water eddying around tumbled polished rocks, the mysterious movement of a reed at the margin where the water is quiet, the momentary silver glint of a darting fish, the fragrances borne on the fresh breeze that blows at this place and that disturbs the pendant branches of a stunted willow that overhangs the stream at this spot, its fissured bark displaying and withholding strange shapes as sunlight and cloud shadow pass over it: Here the living presence of each is sustained through its participation in a creative interplay with all. This mutual interplay constitutes the place in which they are encountered. It is sustained by them and sustaining of them. Removed—perhaps the fish to an aquarium, the stone to a rock collection—their being is transformed, reduced to that of curio. In such uprooting, their existence arises through their participation in a new imposed interplay that is in part both parasitic on what they once were and at the same time subverts key aspects of their self-arising nature, their ability to befall us as natural.

If we enter a natural place and participate in the vibrancy of its being—the place-making that is occurring—our own embodied being is enlivened and refreshed, our senses resonating with pure engagement, united with what they receive. For a while our ecstatic nature is fulfilled. Herein lies a central aspect of the importance of self-arising nature: where it is prominent we can experience an ecstasis that can be inspirational by re-opening a space for possibilities of otherness and mystery that far outrun any preconceptions and knowingness with which habitually we equip and insulate ourselves. Things in nature are quintessentially other in the sense of having their own histories and futures, profiles and countenances, many of which we will never see and that can never be fully anticipated. The attentive walker in natural space is subject to frequent surprise as things encountered offer invitations to participate in their being in unique and never wholly predictable ways. They possess aspects that always lie beyond us, withdrawn, yet to be revealed, no matter how developed our scientific understanding becomes. And sometimes partly because of this, as when the living presence of the rock or willow tree are codified in some database pro forma of objective defining properties. Participation in the spontaneity and innate epistemological mystery of self-arising nature opens us to truth in its most primordial form: in Heideggerian vein, the coming into presence of things themselves and their withdrawing. In such a relationship we can come to feel the elemental powers that are at play: for example, those of birth and death, lightening and darkening, sound and silence, motion and stillness, and so forth. Footnote 21 These all embody significances both for human as well as non-human nature, as when perhaps a silence is experienced as uncanny and laden with foreboding, or the dawn light resonates with hope.

And there is another important point to be made here. Although they are profoundly other, things in nature communicate something of their own integrity such that we can have a sense of what would count as their fulfilment. In this sense they are normative and possess intrinsic value. Negatively, our awareness of this can be evoked if perhaps, returning to the upland stream, we were to find the bloated corpses of fish borne on foam topped waters smelling of industrial waste. More positively, in experiencing the myriad interplays, harmonies and contrasts, subtle adaptions and accommodations, we might be struck by a sense of rightness emanating from the stream during our first encounter. Things presence in such a way that how they are communicates that this is how they ought to be Footnote 22 Here we become acquainted with a form of rightness that is in some sense ‘pre-moral’: more a matter of an emplaced sensing of what belongs and what is fitting than anything that could be articulated in a set of abstract moral principles or specific prescriptions. But nonetheless, this is an acquaintanceship that can be refined and deepened through an attentive and intimate living alongside things that, for example, has found expression (in very different ways) in the lives of indigenous peoples and in Romantic poetry. Footnote 23 Entry into these can help to (re-)attune us to the presence of normative intimations, respect for which conditions but does not determine moral conduct. Rather such intimations are a pre-condition of a properly informed ethical response. Footnote 24 And here, again, we receive indications of truth, of a reality that is true to itself; vulnerable to the effects of overweening human ambition, yet potentially powerful in orientating human being for those sensitive to the silent messages it gives off. Footnote 25

Clearly, there is a sense in which such a claim contravenes that well established dictum in moral philosophy, emanating from Hume, that an ‘ought’ cannot be derived from an ‘is’ on the grounds that when an empirical fact is stated it is always possible to question whether it possesses the moral value attributed to it. Taken in loose combination with the the so-called ‘naturalistic fallacy’ propounded by G. E. Moore, this has sometimes resulted in a radical separation of fact and value, the latter becoming perceived as a mere human projection on some underlying empirical reality. Footnote 26 But from the phenomenological point of view this position has things the wrong way round. Our direct experience of things in nature is not normally that of neutral objects to which value is then added: we experience them as already having value in some respect—they are present to us with their value, which, as Max Scheler once put it, can be experienced as ‘streaming off’ them. At this level, the position is really an example of a proto-scientism. It deconstructs concrete experience and by a process of abstraction produces a theoretically neutral object and a separate value component. This is not to say that elements of the approach have no relevance in the moral sphere. When it comes to deciding how to act in a particular situation—e.g. whether to preserve or destroy some aspect of nature—the inherent value of one thing alone often cannot determine this; its value needs to be weighed against the values of other things involved, including human-wellbeing. In this sense ‘is’ does not imply ‘ought’, but it is a mistake to deploy this as an argument against the idea of intrinsic moral value as it has been taken to do, for in fact it assumes some prior apprehension of intrinsic values.

To be sure, none of this is to deny that we need to be alert to occasions where the normativity claimed to be experienced in ‘nature’ and what is taken to be ‘natural’ is recruited to authenticate, for example, dubious conceptions and power relationships such as those associated with gender. Footnote 27 But such misappropriation should not persuade us simply to suspend or disparage, in any wholesale way, experiences of value and normative measures in nature that both constitute a sense of unity with nature and can inform and ground us in significant ways. While, no doubt, there are occasions when moral values have been read into nature to suit current prejudices, phenomenologically this imposition of an agenda is a far cry from the genuine receptivity to otherness that this paper advocates.

Bringing this section to a close, from the position being developed in this paper, a central point that arises in the course of this discussion of nature as the self-arising is that something of the fundamental character of human being becomes foregrounded. Relating to the quintessential otherness of nature in its manifold facets is central to human existence and involves a non-anthropocentric receptivity to things themselves with their innate value. In sum, at the heart of authentic human essence is the holding sway of truth conceived as an attitude of loving allowance. In this sense it is essentially sustaining and sustained. But in our everyday busy-ness this mutuality with nature is largely effaced by other powerful motives that have come to dominate in our late-modern time.

Nature’s Enemies: Scientism and the Metaphysics of Mastery

By scientism, I refer to the phenomenon of presuming that classical experimental science has a privileged access to the nature of reality; that somehow its methods, findings and constructions reveal what is ‘really’ real and that therefore it can assume the mantle of arbiter for thinking in general. Clearly, this is to be distinguished from science as a field of research; scientism is a set of presumptions about the significance and application of the assumptions, methodologies and findings of this field of research in our daily lives.

With regard to the natural world—which is here my central concern—it arises, for example, in claims that what in everyday experience we take to be solid objects are to be understood as, say, ‘really’ bits of space traversed by speeding particles; what we experience as their colour or sound is ‘really’ movement of a particular wavelength. When it appears to us that a beaver selects a site to build its lodge, protects this site from river surges by quiet pools resulting from felling nearby trees, gnawing them to manageable size and towing them to narrow parts of the river to construct dams, what is ‘really’ occurring is the working out of blind mechanical processes. The vocabulary of the former everyday account is to be regarded fundamentally as a quaint piece of anthropomorphism.

Elsewhere, Footnote 28 I have questioned this presumption that somehow such scientific accounts are ‘truer’, more objective in the sense of providing a more authentic depiction of the world—one that properly reflects how it really is. Why privilege blind mechanical depictions of the natural world over those that speak of purpose and agency? Does the natural historian, when implying agency by speaking of a predator hunting its prey, necessarily mis-describe what she sees, or indulge a way of speaking that is merely figurative? Why be tempted to posit as fundamental a world of, say, colourless, blindly hurrying particles when human experience of the natural world is so much richer than this and cannot be adequately articulated through its vocabulary?

I will return to this issue shortly. For the moment I make the point that while the former conception might be quite acceptable within the discipline of science with its particular project towards the world and where its limitations as well as its strengths are recognized, given the richness of experience and depths of intelligibility that it denies, such reductionism looks highly arbitrary when it gets generalised, as with scientism.

Let me now return to the question as to why we can find ourselves condoning scientism. I believe that the answer lies in what I have termed the ‘metaphysics of mastery’. Footnote 29 I use this epithet to refer to the ways in which Western culture increasingly frames issues in terms that are deeply human-centred and manipulative. While much is still hybrid in this respect, here grows an underlying presumption that everything is to be understood in terms of how it can be brought to serve the human will alone: the purposes that humans give to themselves, increasingly detached from any sensibility of any other source of value, and in which ultimately the desire for mastery comes to reign supreme and everything must be brought to order in its service. Here we have, as it were, the burgeoning of a will that looks only to itself: a kind of hyper-anthropocentrism that now supersedes the fully human and seeks to dominate it, as it would all else. Under its aegis, all values become instrumental and the world, including the natural world, becomes a resource—the purer, the better. The all-consuming goal is that of utility: to have everything to hand with minimum inconvenience and maximum efficiency from the point of view of our self-defined comfort and self-given projects. Anything resistant to this requirement presents itself as being in need of re-engineering or replacement. While this motive is far from new, its increasing dominance and purity has been spurred by—and is expressed in—the growth of technological power. This has led, for the moment, to the throwing off of the old constraints of religion and nature and expresses itself in the burgeoning of consumerism and the choice of alternative virtual realities in which to live and that reflect an increasingly disdainful attitude towards the given.

In the present context this raises the important issue of what such a wilful attitude does to our relationship with nature. The anthropologist Gregory Bateson notes how when faced with a changing variable we tend to focus on modifying our environment rather than ourselves. Footnote 30 This is entirely consistent with the metaphysics of mastery, as are the ever increasingly ambitious aspirations to manage what at one time would have been accepted more or less as natural givens, ranging from, say, our anatomy to the oceans and the climate. Of course, some of these aspirations might be entirely appropriate if, rather awkwardly, simply they expressed a humble acknowledgement of human responsibility for the consequences of its actions upon the natural world and a determination to modify such actions so as to restore to nature its own integrity. But for the most part they do not. They continue to express an overweening desire to order all according to human will—an aggressive anthropocentrism. And it seems plausible to argue that it is precisely this hubris towards the natural world that has led to our current environmental situation.

To begin with, there is the problem that even when matters are set up in scientific terms, the complexity of natural systems and the magnitude of their temporal and spatial scales means that our current knowledge is far from commensurate with such grandiose ambitions. But more fundamental than this, viewing everything in nature as a resource prevents things from showing up as they are themselves. The lack of a felt sense of nature’s integrity and normativity itself results in a very partial perception and understanding of the world in which we are embedded, vitiating decision-making and leading inevitably to deleterious consequences. The well documented history of unintended outcomes of human interventions in nature bears witness to this. Footnote 31 And the continued decimation of natural populations and habitats, such as those associated with deforestation and the industrial fishing methods that destroy the sea floor, demonstrate how even when deleterious consequences are known narrow short term interests prevail. Looking at this phenomenon from a different perspective—and taking one stark illustration—how could reducing the North American buffalo population from an estimated 60 million to less than 500 in a period of a few decades ever have come to be regarded as a right thing to do? Only if nature is regarded simply as a disposable resource, possessing no inherent intrinsic value, could such slaughter present itself as a legitimate candidate for deliberate action.

Today, perhaps the most pervasive expression of an underlying attitude of mastery—putting nature under the yoke—is exhibited in the strength and character of the consumerist economic motives that dominate Western society and increasingly are becoming globalized. The commodification of all (for example as ‘natural capital’, ‘human capital’) is a clear expression of the motive of mastery. Typically it operates by externalising collateral effects that lie outside the chain of ‘most efficient’ production, unless, that is, these are impressed upon it by other powerful interest groups. Here, the underlying point remains: such a frame of mind remains immune to any truly holistic understanding of the world and nature continues to be set up as a pure resource for human consumption. This lack of truly systemic understanding and the aggressive instrumentalism that holds sway in its stead could, as it gathers strength, hardly fail to subvert both the subtle natural interplays and delicate equilibria in which human existence is embedded and any properly receptive frame of mind that would make it sufficiently sensible of this.

It is in this sense that it is appropriate to speak of a prevailing metaphysics of mastery, for here we are installed in a highly partial reality that inherently works to exclude anything that lies beyond its purview—especially any sources of intrinsic value that transcend the human will and could prove recalcitrant to its demands. And, to return to a previously raised question: the reason that quasi-mechanical portrayals of the natural world have the ascendency is that they set the world up as something that in principle can be controlled, mastered, whereas the recognition of spontaneity and of otherness of purpose pervading the world precludes this. So installed, it becomes increasingly difficult for us properly to address the environmental issues that now face us. When nature is perceived as purely a resource, any adverse consequences of exploiting it appear simply as needing to be fixed by either current or future technologies. Essentially, any problems are taken to lie not within the human will but within those aspects of nature that prove to be resistant to it. With this in play, the central and deep issue of the adequacy of our current modalities of perception is occluded.

The Philosophy of Education in the Light of Nature as the Self-Arising

The argument that human consciousness is ineluctably environmental and involved in sustainability, and subsequent discussion of the character of nature and its significance for understanding what lies at the core of authentic human being, have implications for the content and character of education at a number of levels.

In very general terms, previous argument can be read as putting on the table the proposition that centrally education should be concerned with inviting pupils to participate in a particular frame of mind—or perhaps, better, way of being—that is energized by loving allowance rather than unbridled calculative imposition. Given that such an attitude is as much absorbed from the surrounding culture of the school as from what is formally taught, this suggests a curriculum that itself is infused with such loving allowance both in terms of its approach to pupils as individuals and in its understanding of curriculum content as what presents itself as calling for attention in the course of their ongoing engagement with their environment. In addition to helping to refine and deepen such attentiveness through providing opportunities to dwell with things in their arising and to reflect on their significances, presumably the curriculum would need to alert pupils to the myriad ways in which the metaphysics of mastery holds sway in their perceptions and to encourage experiences and reflections in which this can be disturbed and challenged. This conception of education opens a number of lines of thought for the philosophy of education.

For example, it suggests a different perspective on some of the key concepts that traditionally have been taken to be central to the idea of education. Ideas of truth and knowledge appear that challenge some current mainstream conceptions and that invite further investigation of their educational implications. Footnote 32 If primordially knowledge arises from receptivity to the non-human rather than by a process of anthropocentric construction, if the apprehension of intrinsic values is implicit in the occurring of truth, then the character of what counts as an educational situation—and underpinning notions of human wellbeing, flourishing and the good life—come up for review. With regard to the character of education, ideas of the curriculum as some kind of pre-specified programme of knowledge and skills acquisition, and the teacher–pupil relationship as orientated around the idea of transmission of this prescribed content from teacher to pupil, are severely challenged. Detailed pre-specification (on the back of which often follows managerialism and modularisation) is the bane of genuine engagement with one’s environment, which (it has been argued) fundamentally is apprehended through the fluid sensing of an affective embodied self. This self is sensuous, physically as well as intellectually active and engaging. It requires freedom to respond to the spontaneous prompts and invitations experienced in unfettered participation. On this characterization, the scientism implicit in much of school culture can have deleterious effects on the ability of pupils to inhere authentically in the space that formal schooling provides.

Here, the fundamental issue is raised of the effects on their subjectivity of the environment in which pupils are required to participate. If consciousness is ineluctably environmental and places lay claim to an individual in the senses described earlier in this paper, the potential for a debilitating personal disengagement arises in situations where pre-specification of learning and acceptable responses is high. If the refutation of pupils’ anticipations by the school is extensive or radical, the natural flow of their intentionality becomes stymied. The pupil can feel ‘out of place’ and paralyzed. Footnote 33 Such alienation from their immediate environment, combined with restriction of free exploration previously alluded to, threatens a kind of autism that represents the antithesis of what environmental education must achieve. This suggests a need for careful consideration in holistic terms of the milieu of anticipations that schools support and when disruption of those of incomers is edifying and when pathological.

In the context of admitting self-arising nature to the enterprise of education this matter of the character of the educational environment warrants consideration of a number of associated issues:

The nature and educational potential of a curriculum that emerges in response to the experiences, issues and opportunities that occur when free engagement with a nature-rich environment is valued;

How ideas of moral education and justice that inform the school environment become modified when anthropocentric hubris is suspended and the normativity and intrinsic value of non-human nature are allowed a voice. This raises the further issue of how to conceive of our responsibilities towards nature—and the future; Footnote 34

If authentic human being is radically ecstatic and environmental in the ways previously indicated the importance of considering schools as places—their experienced character, culture, ethos, architecture and location—becomes an important topic for investigation; Footnote 35

Insofar as computerization and the a growing preoccupation with electronic connectivity can be argued to be antipathetic to the ways of relating to the world valorised by knowing nature—for example, through their limitation of multisensory engagement with spontaneity in the immediate environment, and their bodied passivity—the ontology of computerized learning becomes an important area of investigation. Footnote 36

Points such as these illustrate a need for a re-appraisal of the topics that should lie at the heart of philosophy of education. And returning to the large topic of the ascendance of the metaphysics of mastery and the normalisation of scientism in education, a number of further questions arise with regard to the content of the curriculum: What motives and attitudes towards nature are implicit in different areas of the school curriculum? This question is of particular importance when it is recalled that many traditional school subjects were formed historically at a time when the metaphysics of mastery was on the rise and motives of conquering and exploiting nature were pervasive. Footnote 37 More broadly, if our ideas and experience of nature are central to human being in the ways previously claimed, then questions of the following kind become highly germane Footnote 38 : What is nature and what is our place in it? How can we know nature and what should be our attitude towards it? Against what criteria should humankind judge its progress/success/flourishing in relation to the natural world? Ultimately : What would count as a right relationship with nature? Such questions are germane to education because they represent important, but now largely overlooked, ways of articulating our understanding of the human situation—which itself lies (or should lie) at the heart of educational thought.

Arising from discussion of these questions will be the need to analyse and investigate, along with the phenomenon of scientism and its influence in education, the nature of our inherence in the (natural) world—including those perspectives that are inclined to sustain it and those that are inclined to undermine it. For example, an examination of the arguably aggressive utilitarian-rational precepts of modernist humanism (including the ways in which they are carried forward in language through root metaphors and particular locutions Footnote 39 ) and a consideration of the possibilities of post-humanism, become important. Similarly, the character and worth of alternative views of education such as that of indigenous peoples that has arisen in reciprocity with the natural world, and the sensitivities expressed in some Romantic literature such as that of John Clare, Gerard Manley-Hopkins, and William Wordsworth, call for serious study.

Taken as a whole the position outlined in this paper intimates an approach to thinking about education that valorizes receptivity, concreteness and particularity over the abstract and the analytic; holism and the ontological over the atomistic and the epistemological; ‘cosmo-centrism’ over anthropocentrism and cosmopolitanism; sensitivity to immanent organic elemental powers directly experienced as against abstract formulations. These, in turn, install at the heart of the educational enterprise knowledge by intimate acquaintance rather than knowledge by abstract calculation. Clearly, this latter places discussion of the nature and place of affectivity and of bodied knowledge firmly on the agenda of philosophy of education.

This returns us to the important theme of education occurring through a constantly emergent rather than pre-specified curriculum. What comes into view here is the aspiration to develop a systemic wisdom of the human situation that is rooted in learners’ life-worlds enriched through direct acquaintanceship with nature. While this does not deny that it can be helpful to maintain some sort of systematic introduction to what may be identified as a range of key perspectives, and to have at hand ideas and information that can be drawn upon to elucidate them as evolving educational situations make them relevant, potentially there arise important questions concerning how generally knowledge needs to be organized in educational contexts.

For example: To what extent should knowledge be configured so as to be stored and accessed through narratives that root it in lived experience as against through abstract systematic disciplines? (And in the case of the former, which or whose narratives should be privileged?) What are the implications for practice if knowledge is presented as not exclusively the product of human agency and ingenuity, but in part, at least, as receptiveness to what is offered by other forms of agency involved in the occurring of things? How are these alternative forms of agency best understood and woven into accounts of education? And how should this affect the educational status (and perhaps character) of different modes of thought such as the scientific and the poetic? Given the character of nature as the self-arising and the varying circumstances in which education takes place, the question is also raised concerning what considerations are relevant to seeking the enrichment of the life-worlds of learners through personal encounters with the nature? This issue becomes particularly acute for education in urban contexts where the presence of self-arising nature can be less immediately apparent and some of its fundamental rhythms can be attenuated by, for example, extensive light and sound pollution.

Finally, we are brought up against the basic question of the extent to which the aim of introducing pupils to what has been referred to as a civilised inheritance of enduring traditions of thought Footnote 40 —and that may lie beyond the compass of their current life-world preoccupations—is legitimate. If it is, how is it to be reconciled with the idea of a radically emergent curriculum?

To propose such questions, and to seek to reveal the complex synergies and tensions between the ideas involved, is to propose an agenda that could substantially transform the posture of philosophy of education as, largely, it currently stands.

See, for example, Seigel ( 2005 , Ch. 1).

Espoused by Butler ( 1997 ).

Biesta ( 2006 ).

Bonnett ( 2009a ).

A gross example of this would be the Enlightenment elevation of European bourgeois reason as universal arbiter of thinking—aptly dubbed by Robert Solomon as the ‘transcendental pretence’ (Solomon 1980 ).

Brentano ( 1995 ).

Husserl ( 2001 ).

Heidegger ( 1972 ).

Bonnett ( 1978 ).

It should be made clear here that two senses of ‘intentional’ come into play: first, a direct pre-predicative engagement that is to be distinguished from (2) having an intention in the further deliberative sense of, say, working on a problem or deciding a course of action. Each feeds into the other. In what follows the reference is mainly to the pre-predicative sense of intention, although it is part of the broader picture that such pre-predicative engagement plays into intention in the more deliberative sense.

Bonnett ( 2004 ).

Russell ( 1959 ).

It is true that in his desire to make philosophic contemplation impersonal and dispassionate—as free as possible from human hopes and fears, customary beliefs and traditional prejudices—Russell claims that the free intellect ‘will value more the abstract and universal knowledge into which the accidents of private history do not enter, than the knowledge brought by the senses, and dependent, as such knowledge must be, upon an exclusive and personal point of view and a body whose sense-organs distort as much as they reveal’ (p. 93). This discounting of the role of affect and the body in sense-making clearly goes against some central themes of this paper. But his cabined notion of understanding does not vitiate the point that from within the constraints of a very different viewpoint emerges the essential underlying insight that there is an intimate relationship between enlargement of self and openness to the otherness of things.

Bonnett ( 2009b ).

Bonnett ( 2004 ), op. cit.

I have defended the idea of nature as a ‘primordial reality’ against postmodern/poststructuralist critiques that all understandings of nature as an underlying reality are the products of narratives that in various ways are arbitrary or even ‘optional’ in the early chapters of Retrieving Nature (Bonnett 2004 ).

Bonnett ( 2012 ).

Bonnett ( 2015a ).

Bonnett ( 2012 ), op. cit.

See, for example, Garrard ( 1998 ).

Bonnett ( 2012 ), op. cit. For an illustration of normative intimations arising from nature see, for example, Holmes Rolston III’s account of the refusal of rangers in Yosemite National Park to cut a drive-through tunnel through another sequoia after the fall of the famous Wawona tree in the storms of 1968-69. They refused on the grounds that to do so would be an indignity to a majestic sequoia, and that it perverted the trees. Rolston III ( 1999 , p. 120).

See, for example, Skulason ( 2015 ), for further discussion of this.

Moore did not take this route, espousing instead the idea of intrinsic values as ‘non-natural properties’ that reside in the thing itself and are discerned by the intellect.

See, for example, Haraway ( 1991 ).

Bonnett ( 2013 ).

In what follows there are clear resonances with, for example, some aspects of Heidegger’s analysis of the essence of modern technology (Heidegger 1977 ). and Plumwood’s characterisation of masculine rationality (Plumwood 1995 ).

Bateson ( 2000 ).

Such as Carson ( 1962 ).

Bonnett ( 2015b ).

See, for example, Postma and Smeyers ( 2012 ), and Kemp ( 2015 ), on these matters.

See, for example, Blenkinsop ( 2012 ).

For example, Payne ( 2006 ).

For a discussion of science that relates to this see Joldersma ( 2009 ).

Bonnett ( 2007 ).

Bowers ( 2012 ).

Oakeshott ( 1972 ).

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Short Essay: Environmental Consciousness

In today’s world, environmental consciousness has become an increasingly important topic. People from all walks of life are recognizing the urgent need to protect and preserve our planet for future generations. Writing an essay on environmental consciousness provides an opportunity to explore various aspects of this critical issue, raise awareness, and propose solutions to address environmental challenges. In this guide, we will outline the key elements to consider when writing such an essay and provide some helpful tips to ensure your writing is informative, persuasive, and impactful.

Table of Contents

Environmental Consciousness Essay Tips

Choose a Compelling Topic: Begin by selecting a specific aspect or subtopic of environmental consciousness that interests you. It could be climate change, pollution, deforestation, wildlife conservation, sustainable practices, or any other area related to the environment. Choosing a focused topic allows you to delve deeper into the subject matter and provide a more comprehensive analysis.

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Structure Your Essay: Organize your essay into an introduction, body paragraphs, and a conclusion. In the introduction, provide background information on the importance of environmental consciousness and present your thesis statement. The body paragraphs should present your arguments, supporting evidence, and examples. Each paragraph should focus on a single main point and be logically connected to the overall argument. Finally, the conclusion should summarize your main points, restate the thesis, and leave the reader with a strong call to action or thought-provoking statement.

Support Your Arguments: Use facts, statistics, case studies, and examples to support your arguments throughout the essay. Incorporate evidence from reliable sources to reinforce your claims and make your essay more persuasive. Be sure to cite your sources properly using the appropriate citation style, such as APA, MLA, or Chicago.

Address Counterarguments: Acknowledge and address potential counterarguments to strengthen your position. Anticipating and refuting opposing viewpoints demonstrates that you have considered different perspectives and strengthens the overall credibility of your essay.

Propose Solutions: Offer practical and feasible solutions to the environmental challenges discussed in your essay. Present innovative ideas, policies, or individual actions that can contribute to environmental conservation and sustainability. Explain how these solutions can be implemented and the potential benefits they can bring.

Conclude with Impact: End your essay with a memorable and impactful conclusion that reinforces the importance of environmental consciousness. Summarize your main points, restate your thesis, and leave the reader with a compelling call to action or a thought-provoking question that encourages further reflection.

Revise and Edit: Review your essay for clarity, coherence, and grammar. Ensure that your arguments flow logically and that your writing is concise and engaging. Eliminate any spelling or grammatical errors to present a polished and professional final draft.

Environmental Consciousness Essay Example #1

Environmental consciousness is a vital concept in today’s world as we face escalating environmental challenges. It refers to the awareness and understanding of the interdependence between human actions and the environment. This essay explores the significance of environmental consciousness, its impact on our planet, and the role of individuals and society in preserving and protecting our natural resources.

Environmental consciousness plays a crucial role in addressing the complex environmental issues we face today. By recognizing the impact of our actions and making informed choices, we can collectively work towards a sustainable and resilient future.

Preservation of biodiversity is a key aspect of environmental consciousness. By understanding the intricate web of life and the importance of diverse ecosystems, we can strive to protect and restore them. Conserving habitats, supporting endangered species, and promoting sustainable land use practices are all essential actions driven by environmental consciousness.

Moreover, environmental consciousness is closely linked to mitigating climate change. By embracing sustainable practices, such as reducing our carbon footprint and promoting renewable energy sources, we can contribute to the global efforts of greenhouse gas emission reduction. Small changes in our daily lives, such as using energy-efficient appliances, reducing waste, and opting for sustainable transportation, can make a significant impact.

Individual actions are at the heart of environmental consciousness. Each one of us has the power to make a difference through conscious choices. By adopting sustainable consumption patterns, embracing the principles of reduce, reuse, and recycle, and making informed decisions about the products we use, we can minimize our environmental impact.

However, environmental consciousness extends beyond individual actions. It is a collective responsibility that requires collaboration between individuals, communities, governments, and businesses. Governments can play a crucial role by implementing policies and regulations that promote sustainability, invest in renewable energy, and protect natural resources. Businesses, too, can contribute by adopting sustainable practices, reducing waste generation, and integrating environmental considerations into their operations.

Environmental consciousness is a powerful force that can shape a sustainable future for our planet. By understanding the interconnectedness of our actions with the environment, we can make informed choices, promote sustainable practices, and advocate for change. Through collective efforts, we can preserve biodiversity, mitigate climate change, and ensure the availability of natural resources for future generations. Let us embrace environmental consciousness and work together to create a harmonious and sustainable world.

Environmental Consciousness Essay Example #2

Environmental consciousness plays a pivotal role in addressing the pressing environmental challenges facing our planet today. It refers to the awareness and understanding of the impact of human actions on the environment and the responsibility we bear to protect and preserve it for future generations. This essay explores the significance of environmental consciousness, its impact on our surroundings, and the role of individuals and collective action in fostering a sustainable future.

Environmental consciousness is crucial in promoting sustainable practices and addressing environmental issues at both local and global scales. By embracing this awareness, individuals can make informed choices and take actions that contribute to a greener and more sustainable world.

One of the key aspects of environmental consciousness is the recognition of our interconnectedness with the natural world. Understanding the delicate balance of ecosystems and the interdependence of all living organisms encourages a sense of responsibility towards environmental stewardship. By appreciating the value of biodiversity, we can actively work towards preserving and protecting fragile ecosystems and endangered species.

Environmental consciousness also encompasses the recognition of the detrimental effects of human activities, such as pollution and deforestation, on the environment. By understanding the consequences of these actions, individuals are motivated to adopt sustainable practices that minimize their ecological footprint. This includes reducing energy consumption, recycling and reusing materials, and choosing environmentally friendly products.

Furthermore, environmental consciousness plays a vital role in mitigating climate change. Recognizing the impact of greenhouse gas emissions, individuals can contribute to carbon reduction efforts through actions such as using renewable energy sources, supporting sustainable transportation options, and advocating for climate-friendly policies. By embracing sustainable practices, we can collectively work towards a low-carbon future and mitigate the adverse effects of climate change.

Individual actions are paramount in driving environmental consciousness, but collective action is equally important. Communities, organizations, and governments play a crucial role in promoting sustainable policies and practices. Environmental education and awareness campaigns can empower individuals to make informed choices and inspire others to adopt environmentally friendly behaviors. Additionally, governments can implement regulations and incentives that support renewable energy, encourage sustainable land management, and promote conservation efforts.

Environmental consciousness is a powerful force that can shape a sustainable future for our planet. It involves the awareness of our impact on the environment and the responsibility we have to protect and preserve it for future generations. By promoting sustainable practices, embracing renewable energy sources, and advocating for environmentally friendly policies, we can collectively foster a greener and more sustainable world. Let us prioritize environmental consciousness in our daily lives and work together to create a harmonious coexistence between humans and the natural world.

Environmental Consciousness Essay Example #3

Environmental consciousness is a crucial mindset in our modern world, as it encompasses the understanding of the impact of human actions on the environment and the responsibility we have to protect and preserve it. This essay explores the significance of environmental consciousness, its impact on our surroundings, and the role of individuals in fostering a sustainable future.

Environmental consciousness is the recognition that our choices and behaviors have consequences for the environment and that we have a duty to minimize negative impacts and promote sustainability. It is a mindset that drives us to make informed decisions and take responsible actions.

One of the key aspects of environmental consciousness is the preservation of natural resources. By understanding the finite nature of resources such as water, forests, and minerals, individuals are motivated to adopt sustainable practices. This includes reducing waste, conserving energy, practicing responsible consumption, and supporting initiatives that promote resource conservation and regeneration.

Furthermore, environmental consciousness plays a crucial role in mitigating climate change. By acknowledging the link between human activities and greenhouse gas emissions, individuals can take steps to reduce their carbon footprint. This can be achieved through actions such as using energy-efficient appliances, choosing renewable energy sources, reducing reliance on fossil fuels, and supporting policies that prioritize climate action.

Environmental consciousness also extends to the preservation of biodiversity. By recognizing the intrinsic value of diverse ecosystems and the importance of protecting endangered species, individuals can contribute to conservation efforts. This can involve supporting habitat restoration projects, advocating for protected areas, and making choices that minimize harm to wildlife and their habitats.

Individual actions driven by environmental consciousness can have a significant impact when combined with collective efforts. By spreading awareness and inspiring others to adopt sustainable practices, individuals can create a ripple effect that leads to broader change. This can involve engaging in community initiatives, collaborating with local organizations, and participating in environmental campaigns and movements.

Environmental consciousness is a fundamental mindset that empowers individuals to make sustainable choices and take responsible actions. By understanding the interconnectedness of our actions with the environment, we can contribute to the preservation of natural resources, the mitigation of climate change, and the protection of biodiversity. Through individual efforts and collective action, we can nurture a sustainable future for ourselves and future generations. Let us embrace environmental consciousness and work together to create a harmonious coexistence between humans and the natural world.

About Mr. Greg

Mr. Greg is an English teacher from Edinburgh, Scotland, currently based in Hong Kong. He has over 5 years teaching experience and recently completed his PGCE at the University of Essex Online. In 2013, he graduated from Edinburgh Napier University with a BEng(Hons) in Computing, with a focus on social media.

Mr. Greg’s English Cloud was created in 2020 during the pandemic, aiming to provide students and parents with resources to help facilitate their learning at home.

Whatsapp: +85259609792

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Exploring Environmental History: Selected Essays

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chapter 13 Environmental Consciousness

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This chapter examines the meaning of ‘environmental consciousness’ in the context of nature conservation and environmental history. At its fullest, environmental consciousness might be described as a respect for species not our own and a love for the beauty of all natural things. It encompasses a sense that living things comprise a web governed by nature's ecological and physical laws, and an awareness that what we do to modify the operations of any of these laws may impact on other species, perhaps all other species, including ourselves. It is argued that unless we have a love and respect for the natural world that is widely diffused both among our leaders and the rest of us, conserving nature will not occur except as an accidental consequence of humanity's other preoccupations.

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Essay on environmental consciousness 1000 words free PDF

Essay on environmental consciousness.

Essay on environmental consciousness : In today’s rapidly changing world, the concept of environmental consciousness has emerged as a fundamental and urgent necessity. It embodies the awareness of the intricate relationship between humans and their environment, urging individuals and societies to take responsible actions to preserve and protect the delicate balance that sustains life on Earth. This essay delves into the significance of environmental consciousness, its implications and the proactive steps required to ensure a sustainable future.

I. Understanding Environmental Consciousness:

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Environmental consciousness refers to the understanding of the intricate web of life, where every living being, including humans, depends on the health of the environment for survival and well-being. This awareness is not merely an intellectual acknowledgment, but a profound understanding that influences attitudes, behaviors and decisions.

II. Importance of Environmental Consciousness:

Biodiversity Preservation: A heightened environmental consciousness underscores the importance of preserving biodiversity. Recognizing the intrinsic value of all species and ecosystems, individuals become motivated to protect and restore habitats, preventing the loss of vital flora and fauna.
Resource Stewardship: Understanding the finite nature of Earth’s resources encourages responsible consumption and the adoption of sustainable practices. This awareness drives individuals and industries to reduce waste, practice recycling, and explore renewable energy sources.
Climate Change Mitigation: Environmental consciousness plays a crucial role in addressing climate change. People who are conscious of their environmental impact are more likely to support and advocate for policies that reduce greenhouse gas emissions and promote carbon-neutral practices.
Ecosystem Resilience: A collective consciousness about the interdependence of ecosystems leads to efforts in preserving ecosystem health. This, in turn, contributes to better water quality, soil fertility and overall ecosystem resilience against natural disasters.
Personal Responsibility: Individuals imbued with environmental consciousness feel a personal responsibility to contribute positively to their surroundings. They make conscious choices in daily life, such as reducing plastic consumption, conserving water and minimizing carbon footprint.
Policy and Advocacy: An environmentally conscious population is more likely to demand and support policies that prioritize sustainability and environmental protection. Such public pressure encourages governments and industries to adopt greener practices.
Education and Awareness: Environmental consciousness fuels a demand for education and awareness initiatives. Schools, communities and media platforms play a vital role in spreading knowledge about environmental issues, encouraging informed decisions.
Education: Schools and educational institutions should integrate environmental studies into their curriculum, fostering an understanding of ecological systems, biodiversity and the impact of human activities.
Media Engagement: Media outlets can contribute by highlighting environmental issues, showcasing success stories and providing actionable steps individuals can take to make a positive impact.
Government Policies: Governments should enact and enforce environmental regulations, encouraging industries to adopt sustainable practices. Incentives for renewable energy, waste reduction, and ecosystem preservation can stimulate positive change.
Community Participation: Engaging in local environmental projects, clean-up drives, and conservation efforts connects individuals to their immediate environment, reinforcing the sense of responsibility.

Conclusion: In a world marked by rapid industrialization, urbanization and climate change, fostering environmental consciousness is not just an option; it’s an imperative. The consequences of ignoring this imperative are dire – loss of biodiversity, resource scarcity, and irreversible damage to ecosystems. However, by embracing environmental consciousness, we pave the way for a future that is harmonious, sustainable and capable of supporting generations to come. The journey begins with understanding, commitment and collective action.

In a world where the consequences of human actions are becoming increasingly visible, the need to raise environmental awareness becomes even more paramount. This expanded exploration delves deeper into the multifaceted aspects of environmental consciousness, addressing its social, economic and psychological dimensions, while also examining the role of technology and the importance of global cooperation.

Health and Wellness: Environmental consciousness extends beyond ecological concerns to human health. Awareness of air and water pollution motivates communities to advocate for a cleaner environment, which improves public health outcomes and lowers health care costs.
Sustainable Consumption: As environmental awareness grows, the demand for sustainably produced goods and services increases. This change influences businesses to adopt eco-friendly practices and develop products in line with the values of consumers.
Green Jobs: The transition to a more sustainable world creates new economic opportunities in areas such as renewable energy, conservation and eco-tourism. Environmental consciousness drives investment in these industries, promoting economic growth.
Connection with Nature: Environmental consciousness fosters a deeper connection with the natural world. Studies show that spending time in nature improves mental health, reduces stress, and enhances cognitive function.
Sense of Purpose: Being a part of the global movement to protect the environment gives individuals a sense of purpose and belonging. This sense of purpose can increase happiness and life satisfaction.
Innovation for sustainability: Technological advancements play an important role in tackling environmental challenges. From solar power and electric vehicles to waste management solutions, technology provides innovative tools to reduce human impact on the environment.
Information Dissemination: The digital age allows rapid dissemination of environmental information. Social media platforms enable activists, scientists and concerned citizens to share knowledge, mobilize support and raise awareness on a global scale.
Transboundary Challenges: Environmental issues, such as climate change and air pollution, do not obey national boundaries. Environmental consciousness drives the need for international cooperation to collectively tackle these challenges.
Climate Agreements: Agreements such as the Paris Agreement underscore the importance of global unity in combating climate change. Environmental consciousness encourages nations to honor their commitments and strive for more ambitious goals.
Empowerment of youth: Environmental consciousness is often led by the younger generation. Youth-led movements such as Fridays for Future and Earth Guardians demonstrate the power of young voices in advocating for environmental protection.
Educational Initiatives: Schools and universities are increasingly incorporating sustainability education, nurturing future generations with the knowledge and values needed for responsible environmental management.

CALL TO ACTION: In conclusion, environmental consciousness is a multidimensional concept that has profound implications for society, the economy, human psychology and the future of our planet. It is not merely an intellectual pursuit; It is a call to action that requires individual and collective efforts. By fostering a sense of responsibility, encouraging sustainable practices, harnessing technological innovation and fostering global cooperation, we can pave the way for a world that thrives on harmony between humanity and the environment. The way forward demands dedication, resilience and a united commitment to safeguarding our planet for generations to come.

Short essay: Environmental Consciousness 350 words

Environmental consciousness, a deeper understanding of the complex relationship between humans and their environment, has never been more important. In a world grappling with rapid changes and serious ecological concerns, this awareness is key to protecting our planet and ensuring a sustainable future.

At its core, environmental consciousness is more than mere awareness. It is a symbol of recognition of the delicate balance that sustains life on earth. This awareness extends far beyond acknowledging environmental problems; It compels us to take action.

The importance of environmental consciousness is evident in its far-reaching effects. This inspires us to conserve biodiversity by understanding the irreplaceable value of each species. With this understanding, we become advocates for sustainable resource consumption, ensuring that future generations inherit a planet with abundant resources.

Climate change, a global challenge, is also tackled through environmental consciousness. This mindset fuels the transition to renewable energy sources, encourages us to adopt eco-friendly practices and empowers us to demand policy changes that address greenhouse gas emissions.

Furthermore, environmental consciousness strengthens the resilience of ecosystems. Recognizing their interconnectedness, we engage in efforts to maintain a natural balance of clean water sources, fertile soils and shock-absorbing natural resources.

This consciousness is translated into action through personal responsibility. Those who adopt it make daily choices that reduce their ecological footprint. They advocate for change, pressuring governments and industries to prioritize sustainability. This mindset also fuels educational initiatives that spread awareness of environmental issues and empower individuals to make informed decisions.

Education is paramount in developing environmental consciousness. Schools should include environmental subjects in the curriculum, providing knowledge of the ecosystem and the consequences of human actions. Media outlets play an important role in raising awareness, highlighting challenges and inspiring change. Governments also play their part by enforcing environmental regulations and offering incentives for sustainable practices.

Ultimately, promoting environmental consciousness is a collective effort that shapes the trajectory of our world. It is a call to protect the delicate balance that sustains life and ensures a planet that will thrive for generations to come. With each conscious choice, we contribute to a legacy of responsible stewardship.

In conclusion, as we stand at the crossroads of environmental challenges, adopting consiousness is not just an option; It is a liability. It symbolizes the commitment to conserve biodiversity, manage resources wisely and combat climate change. By fostering a society that understands its interdependence with the environment, we pave the way for a future where harmony prevails and nature and humanity co-exist in balance.

Environmental Consciousness: The Path to Sustainability

In today’s fast changing world, it has become necessary to promote environmental consiousness. This awareness of the complex relationship between humans and their environment goes beyond recognizing problems – it is about taking responsibility and taking action.

Environmental consiousness is of utmost importance. This inspires us to protect biodiversity by understanding the value of each species. It encourages responsible resource consumption, ensuring that resources remain for future generations. It advances the fight against climate change through renewable energy adoption and policy advocacy.

Personal responsibility is the cornerstone of environmental consiousness. Individuals make informed choices to reduce their impact, urging industries and governments to adopt sustainable practices. Education and the media play a role in spreading awareness, while policies enforce change.

The importance of environmental consiousness cannot be underestimated. It guides us to support biodiversity by understanding the intrinsic value of each species. It exhorts us to adopt responsible practices in the use of resources, thereby ensuring that the gifts of nature remain available for generations to come. Furthermore, environmental consiousness drives our collective effort to combat climate change through the adoption of renewable energy sources and active advocacy for eco-friendly policies.

As stewards of this planet, it is important to develop environmental consiousness. It influences the decisions we make today, shaping the world we leave for tomorrow. By adopting this awareness, we pave the way for a harmonious and sustainable future.

Environmental Consciousness: Nurturing a Balanced Future

In the face of evolving global challenges, embracing environmental consciousness has become vital. This profound awareness of the interdependence between humans and the environment extends beyond recognition to instigate responsible action.

The essence of environmental consciousness lies in its ability to steer positive change. It urges us to protect biodiversity by understanding the value of every living species. It propels responsible resource consumption, securing vital assets for future generations. Furthermore, environmental consciousness fuels our determination to combat climate change through renewable energy adoption and advocating for green policies.

Personal responsibility is a core tenet of this consciousness. Those who embrace it make mindful choices to reduce their environmental impact, pressuring industries and governments to adopt sustainable practices. Through education, media and regulations, environmental consciousness permeates society, guiding us towards a balanced and sustainable future that cherishes the intricate relationship between humanity and nature.

Introduction:

Environmental consciousness refers to the awareness and understanding of the impact that human activities have on the environment. It involves recognizing the importance of preserving the natural world and taking responsible actions to protect it. In today’s world, where environmental issues are becoming increasingly pressing, fostering environmental consciousness among young individuals, like Class 7 students, is of paramount importance.

The Importance of Environmental Consciousness:

Preservation of Biodiversity : Environmental consciousness helps us understand that every species plays a vital role in the ecosystem. By protecting our environment, we ensure the survival of diverse plant and animal species.
Resource Conservation : Recognizing the finite nature of resources like water, air, and fossil fuels, encourages responsible usage and sustainable practices.
Mitigation of Climate Change : Understanding how human activities contribute to climate change is crucial. Environmental consciousness motivates us to reduce carbon emissions, thereby mitigating the effects of global warming.
Healthy Living : A clean environment translates to better health. Clean air and water, along with reduced pollution, lead to healthier lives for all living creatures, including humans.
Economic Benefits : Sustainable practices can lead to economic benefits by reducing waste, improving efficiency, and creating green jobs.

Ways to Foster Environmental Consciousness:

Education : Schools can incorporate environmental studies into their curriculum, teaching students about ecosystems, conservation, and sustainability.
Field Trips : Visiting parks, nature reserves, or recycling facilities can provide hands-on experiences that deepen students’ understanding of environmental issues.
Practical Activities : Encourage students to participate in activities like tree planting, recycling drives, or community clean-ups to demonstrate the impact of individual actions.
Role Models : Highlight individuals, organizations, or businesses that are leading the way in environmental conservation. This can inspire students to take action.
Reduce, Reuse, Recycle : Teach the importance of these three Rs in everyday life. Simple acts like reducing plastic usage or recycling paper can make a big difference.
Discussion and Debate : Encourage open discussions and debates about environmental issues in the classroom. This helps students develop critical thinking skills and find solutions to problems.
Engage with Nature : Spending time outdoors, observing wildlife, and appreciating the beauty of nature can foster a deeper connection to the environment.

Conclusion:

In conclusion, environmental consciousness is a vital concept that Class 7 students should learn and practice. By instilling this awareness at a young age, we can prepare future generations to be responsible stewards of the planet. In doing so, we pave the way for a more sustainable and harmonious coexistence between humans and the environment. It is our duty to leave behind a healthy planet for future generations, and it all starts with environmental consciousness.

Environmental consciousness is the awareness and understanding of the natural world around us and the impact of our actions on it. It is a vital concept for people of all ages, including students in class 6, as it teaches us to appreciate, protect and preserve the environment for ourselves and future generations. In this essay, we will explore the importance of environmental consciousness and how students can contribute to a healthier planet.

Understanding Our Environment: Environmental consciousness begins with understanding the environment. Class 6 students can learn about the different ecosystems, the importance of biodiversity, and the delicate balance of nature. This knowledge helps them appreciate the beauty and value of the natural world.
The Impact of Human Actions: Students should be aware of how human activities, such as deforestation, pollution, and overconsumption, harm the environment. They can learn about climate change and its consequences, including extreme weather events and habitat loss.
Conservation and Sustainability: Environmental consciousness also involves understanding the principles of conservation and sustainability. Class 6 students can learn how to reduce, reuse, and recycle, as well as the importance of conserving resources like water and energy.
Becoming Responsible Stewards: As future stewards of the Earth, class 6 students can take small but meaningful steps to protect the environment. This includes planting trees, participating in community clean-up events, and advocating for eco-friendly practices at home and in school.
Influence of Education: Education plays a crucial role in fostering environmental consciousness. Teachers can integrate environmental topics into the curriculum, organize nature outings and encourage students to ask questions and explore environmental issues.
Promoting Eco-Friendly Habits: Class 6 students can adopt eco-friendly habits, such as reducing plastic use, conserving water, and using public transportation or carpooling when possible. These habits can make a significant difference when practiced collectively.
Spreading Awareness: Environmental consciousness also involves spreading awareness. Students can create posters, presentations or participate in environmental clubs to educate their peers and the community about environmental issues and solutions.

In conclusion, environmental consciousness is essential for class 6 students and people of all ages. It empowers students to understand, appreciate and protect our planet. By learning about the environment, its challenges, and adopting eco-friendly habits, class 6 students can make a positive impact on the world and ensure a sustainable future for themselves and generations to come.

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Global Integrative Studies, School of

School of Global Integrative Studies: Faculty Publications

What is environmental consciousness a thematic cluster.

Sophia Perdikaris , University of Nebraska-Lincoln Follow

Date of this Version

Document type.

Ecocene (December 220) 1(2): 1-4.

doi: 10.46863/ecocene.0

License: Creative Commons Attribution 4.0 International (CC BY 4.0)

This essay serves as the introduction to this issue of Ecocene (December 2020, volume 1, issue 2).

First two paragraphs:

For its second issue Ecocene welcomed cross-disciplinary contributions on what it means to be environmentally conscious in the world today, what it might have meant in diverse social-environmental pasts, or indeed what it may mean in our shared futures. The ambition of the cluster has been to engage with some key reassessments of the ways in which ecologies, identities, communities, temporalities, heritage, spatiality, risks, or agencies have been rethought in recent years, or in new waves of research, scholarship, theory, and criticism in the present era of global environmental change. The ideas for this cluster, as indeed most of the contributions published in this issue, derive from presentations and discussions originally framed for the “Rethinking Environmental Consciousness” symposium organized by the Nordic Network for Interdisciplinary Environmental Studies at Mid Sweden University some time back. 1 Contributions were welcomed within subthemes focused on the Anthropocene, Material Ecocriticism/s, and Transnational Environmental Consciousness.

The seven articles in this cluster explore various notions and relations of self, culture, identity, art, and belonging with nature. Perhaps more than ever our awareness of the environment is in a state of flux. Though it has still not seen canonical acceptance within the formal international bodies of geological sciences to which the idea was introduced two decades ago,2 the fairly recently formulated concept of the Anthropocene not only signals a paradigmatic shift in humanity’s position vis-à-vis its environment, but also in its way of thinking about this position. Recent emergence of critical perspectives such as the new materialisms, of which material ecocriticism has become an important strain, has already had substantial impacts on the ways in which relationships between people and environments are conceived. At the same time, the transnational modulation of the exchange of environmental thoughts and ideas has rarely been greater, suggesting that we are in a period of particular intensity, in which environmental consciousness is changing in ever more complex ways; thus, it seems especially pertinent and promising to reflect on some renewed theorizations of what it means to be environmentally conscious in the world today, as well as in our shared pasts and common futures.

1 For their efforts organizing the symposium and their original framing of the theme (in ways that may even leave residual traces in these introductory comments), grateful acknowledgment is here given to Steven Hartman, Christian Hummelsund Voie, Anders Olsson, Mae Kilker, Reinhard Hennig, Michaela Castellano, and Nuno Marques.

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Essay Writing on Environmental Consciousness | Environment Consciousness Essay in English

The term "Environmental Consciousness" refers to the awareness and comprehension of the intricate connection between our actions and the natural world. It involves understanding that actions of human beings can have both positive and negative effects on the environment, and making a committment to protect our surroundings for the well-being of present and future generations.

Being environmentally conscious is vital because it helps us understand that our actions impact the earth. It helps us to recognize the importance of conserving our resources like water and energy, reducing waste and ensuring the safety of our diverse wildlife. It also involves understanding the far-reaching consequences of pollution, deforestation and climate change on our planet's well-being. Environmentally conscious individuals often take steps to reduce their carbon footprint by adopting sustainable and eco-friendly practices.

Without environmental consciousness, our actions harm the planet. Overusing resources like water and energy makes them disappear. Deforestation disturbs the natural habitat of wildlife. Industries release pollutants, leading to air and water pollution. Ignoring climate change and global warming results in rising temperatures and extreme weather events. The absence of eco-friendly practices, accelerates ecological imbalances, threatening biodiversity and human well-being. By neglecting environmental consciousness, we accelerate the planet's degradation, endangering its health and survival of future generations.

To become more environmentally conscious, we can start by reducing waste, using less plastic and recycling more. We must use our natural resources wisely and support eco-friendly products. Choose sustainable transportation options like walking, biking and public transport. Planting trees, investing in environmentally friendly technologies, promoting environmental consciousness through education and sharing its knowledge to others are essential steps to take. Everyone-governments, businesses and people - needs to work together.

In conclusion, environmental consciousness is crucial for a healthier planet. Becoming more environmentally conscious demands adopting responsible choices and sustainable lifestyle changes. It is a collective effort that requires everyone's participation to preserve our planet's health and diversity for future generations.

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Environmental Consciousness, Purchase Intention, and Actual Purchase Behavior of Eco-Friendly Products: The Moderating Impact of Situational Context

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Recently, environmental issues have become major social concerns, and consumers are becoming increasingly aware of environmental matters; however, they remain hesitant to purchase eco-friendly products. This study examined consumers’ environmental consciousness as a factor influencing the purchase of eco-friendly products, and investigated situational factors that induce hesitancy in purchasing eco-friendly products. We studied the moderating effects of these factors with regard to ease of purchase and eco label credibility. Our research model is validated using data from 220 consumers with experience in purchasing eco-friendly products in Korea. For the data analysis, we used SPSS 22.0 and AMOS 22.0 to perform confirmatory factor analysis and SEM. The specific verification results are as follows. First, environmental interest did not significantly impact the purchase intention of eco-friendly products. Second, consumers’ environmental knowledge and consumer effectiveness perception both had a significant impact on the purchase intention of eco-friendly products. Third, the intention to purchase eco-friendly products significantly impacted the purchase behavior of eco-friendly products. In addition, the results of this study show that ease of purchase and eco label credibility have moderating effects on the relationship between purchase intention and purchase behavior. This study results contribute to the eco-friendly consumption literature by explaining the intention–behavior gap. This study also show that eco-friendly consumption can be stimulated through raising eco label credibility and ease of purchase. The findings have theoretical implications for understanding the factors that affect consumers’ intentions of and behavior toward eco product purchases, and practical implications for how to stimulate environmental consumer behavior.

1. Introduction

Recently, owing to the increase in particulates matters, frequently recurring instances of abnormal weather, and recycling issues, consumers have acquired an increasing awareness of environmental problems and interest in addressing them. In the past, consumers focused mainly on eco-friendly activities, such as recycling to solve environmental problems, but were relatively indifferent to the production and consumption of products that pollute the environment. However, nowadays, they have begun to oppose the production of products that pollute the environment and actively highlight the government’s passive attitude toward saving the environment. They practice environmentally friendly behaviors and prefer the consumption of eco-friendly products [ 1 ].

Consequently, many studies have investigated the factors that impact consumer behavior to purchase eco-friendly products—mainly, consumers’ environmental values, attitude, knowledge, product prices, and awareness [ 2 , 3 , 4 , 5 ]. Roberts [ 6 ] argues that environmental awareness is important to bridge the gap between environmental issues and sustainable behavior, and according to Joshi and Rahman [ 7 ], consumers’ high interest in environmental and social issues induces eco-friendly purchasing behavior, and is considered the main motivation. Consumers who are interested in environmental and ethical issues said that they prefer to purchase eco-friendly products [ 8 ]. However, research on the relationship between consumers’ environmental consciousness and eco-friendly product purchase behavior is scarce. Existing studies on environmental consciousness focus on eco-friendly behavior, but direct product purchase by consumers has not been explored.

In general, most of the consumers who are sensitive to environmental degradation support eco-friendly products; however, their support does not translate into actual action [ 9 ]. According to the 2020 Korea Procter & Gamble (P&G) survey of 4000 Korean consumers on purchasing eco-friendly products, 82.2% of all respondents reported that they were willing to purchase eco-friendly products; however, only 25.5% of the respondents actually purchased eco-friendly products [ 10 ]. The results suggest that willingness itself is unlikely to lead to the actual purchase of eco-friendly products. Moreover, the results show that, despite having environmentally friendly intentions, consumers are skeptical about purchasing eco-friendly products. In other words, people who are concerned about the environment do not necessarily buy and consume eco-friendly products. However, previous studies have measured the behavioral dimension related to purchasing eco-friendly products as purchase intention [ 11 , 12 ]. In fact, studies in consumer behaviors have usually viewed the intention as the same or at least highly correlated with the actual behavior [ 13 ]. The area of purchase intention and buying behavior gaps in consumers purchasing environmentally sustainable products has been extensively studied in the past literature [ 1 , 5 , 7 , 14 , 15 , 16 ]. However, there still exists a gap between the intention and the actual behavior.

In order to solve this problem, it is necessary to narrow the gap between green consumption intentions and actual behavior. It has also been proposed that more research on the discrepancy between purchase intention and purchase behavior should be performed [ 17 ]. However, there is a paucity of the literature examining the moderating effects of the gap between purchase intention and purchase behavior on green product consumption. Kaur and Bhardwaj evaluated the moderating influence of a proxy measure of actual control on the purchase intention–action gap and showed that it positively moderated the relationship between purchase intention and purchase behavior [ 16 ]. Joshi and Rahman [ 7 ] reviewed studies with regard to situational factors as barriers between consumers’ purchase intention and purchase behavior, and emphasized that future research on situational factors should continue. Grimmer et al. [ 18 ] revealed that the mediating effect of purchase intention and the moderating effect of situational factors appeared in the relationship between the purchase intention and purchase behavior of ethical products, and suggested that more research be conducted on the relationship between purchase intention and purchase behavior.

Therefore, this study aims to examine the effect of each of these dimensions on eco-friendly product purchase behavior by dividing environmental consciousness into environmental knowledge, environmental interest, and consumer effectiveness perception. Moreover, we also investigate whether the situational context factors control the relationship between the purchase intention and purchase behavior of eco-friendly products. Through this study, the validity of the arguments made by existing studies can be confirmed, and practical implications related to eco-friendly products can be gained.

In Section 2 , we introduce our perspective and hypotheses. Next, we describe the research methodology. Then, we specify structural model and report empirical results. The last section discusses this study’s implications and limitations and then provides suggestions for future research.

2. Literature Review and Hypothesis Development

2.1. theory of planned behaviors.

Since Ajzen and Fishbein’s theory of planned behavior (TPB) was first presented, it has been widely used to understand various human behaviors. They argued that behavior is observable and that behavior is determined by the intention to perform it [ 13 ]. Ajzen and Fishbein continued to pay attention to the factors influencing behavior and revealed the relationship between factors such as belief, attitude, and intention, as well as subjective norms and perceived behavioral control. Perceived behavioral control was said to influence intention, and at the same time regulate the relationship between intention and behavior. They called this relationship the reasoned action (TRA). In reviewing various areas of empirical evidence for the TRA or TPB model, Ajzen and Fishbein [ 13 ] acknowledged that there may be an intention–action gap, which they refer to as “literal inconsistency.”

The central logic of many studies on green consumption revolves around the theory of TPB [ 12 ]. Several studies on green consumption have used TRA or TPB, but some have focused on intention or behavior only [ 2 , 6 , 7 , 8 ]. Green attitudes and intentions have often been found to influence actual behavior toward green consumption, but an attitude–behavior gap still appears to exist. This is often the case when consumers show favorable attitudes or intend to behave in an environmentally friendly way, but do not actually act green [ 8 , 12 ].

2.2. Environmental Consciousness

Environmental consciousness was defined as a specific psychological factor related to an individual’s propensity to participate in eco-friendly behavior [ 19 ]. Environmental consciousness refers to “psychological factors that determine consumer propensity for eco-friendly behavior” [ 20 ]. It is the willingness to become aware of environmental problems, to support efforts to solve environmental problems, and to personally commit and act to solve these problems [ 21 ]. The concepts of environmental consciousness, which have been dealt with in preceding studies, mainly include an awareness of environmental problems, interest in, attitudes, and opinions on environmental problems, and are explained as an awareness to prevent and improve environmental pollution and damage that occur as a result of human activities. Environmental consciousness is defined in various ways and is dealt with in many studies as an intrinsic factor influencing an individual’s eco-friendly consumption behavior.

It was argued that environmental consciousness has a multidimensional structure composed of cognitive, attitudinal, and behavioral factors [ 2 ]. Environmental consciousness was divided into knowledge, attitude, recycling behavior type, recycling degree, and participation activities to prevent environmental destruction. Roberts [ 6 ] classified the environmental awareness dimension into consumer efficiency awareness and environmental interest. Sharmar and Kesherwani [ 22 ] divided the dimension of environmental consciousness into four categories: environmental value, attitude, knowledge, and motivation. Environmental value is the value of nature and nature conservation, and environmental knowledge is regarded as the knowledge of environmental issues.

Environmental concern is the degree to which people are aware of and willing to support efforts to address environmental problems or personally contribute to solutions [ 23 ]. Schultz [ 24 ] classified environmental interest into three dimensions: egoistic concerns, altruistic concerns, and ecological-centered environmental concerns. Egoistic concerns refer to an interest in environmental issues related to one’s own health, future, or lifestyle. Altruistic concerns imply an interest in environmental issues related to everyone, including the community, children, and the future. Ecological-centered environmental concerns are the interest of environmental issues related to plants, animals, marine life, and birds.

Environmental knowledge can be defined as possessing facts about the natural environment and major ecosystems and a general knowledge of the relationship between people and the environment. It can also include what people know about the environment, key environmental or environmental relationships, recognition of the “whole system of the environment,” and knowing the responsibilities of stakeholders necessary for sustainable development [ 25 ]. Environmental knowledge is considered an approach to address environmental and social problems as consumers’ perceived knowledge of environmental and social problems [ 26 ]. Frick, Kaiser, and Wilson [ 27 ] classified environmental knowledge into system knowledge and behavior-related knowledge. The former implies the understanding of the natural state of the ecosystem and its processes; the latter refers to the knowledge of the actions that consumers can perform to have an impact on environmental issues.

Perceived consumer effectiveness (PCE) is a measure of the entity’s judgment on whether individual consumers themselves can influence environmental resource problems. It can be defined as the extent to which individual consumers believe they can contribute to address environmental problems through personal efforts and daily consumption behavior [ 6 ]. He and Zhan [ 28 ] defined it as the extent to which consumers believe that adopting eco-friendly cars can help reduce the negative impact of their vehicle usage on the environment. Ellen, Wiener, and Walgren [ 29 ] defined it as the degree to which one believes that one’s efforts or actions for the environment can make a difference in addressing environmental problems. Additionally, it has been shown that PCE on environmental issues is continuously linked to socially recognized attitudes, but is distinct from environmental issues or attitudes and makes a unique contribution to the prediction of environmentally conscious behaviors, such as eco-friendly purchasing. Additionally, if an individual believes that environmental problems can be addressed by a particular activity, this belief has a significant impact on the individual’s willingness to perform that activity.

2.3. Situational Context

Studies on consumer purchasing behavior have argued that many factors can influence buyers’ purchasing decisions. Carrington et al. [ 14 ] studied the reasons why consumers have ethical purchase intentions in their daily lives but which do not lead to purchase behavior. There were four main reasons. It was revealed that: (1) prioritization of ethical issues, (2) formation of plans/habits, (3) will and sacrifice, and (4) shopping behavior and situational factors all influence the gap between purchase intention and action. Gleim et al. [ 30 ] identified price, quality, professionalism, reliability, availability, apathy toward the environment, and brand loyalty as factors that hindered the purchase of eco-friendly products. Among them, price, a weak perception of product quality, trust, and ease of purchase were the largest obstacles. Hwang and Chung [ 31 ] reported that store quality, price perception, and corporate social responsibility beliefs were major antecedents of purchasing behavior. However, only very limited research has used mediating and moderating mechanisms, such as product quality and price sensitivity, in the link between consumer perceptions and behavior [ 32 ]. Shamsi et al. [ 33 ] and Molinillo et al. [ 34 ] suggested that more variables should be explored to provide additional insight into consumers’ perceptions and behavior toward organic food consumption.

Carrington et al. [ 35 ] stated that the effect of purchase intention on actual behavior in purchasing ethical products is affected by factors that serve as barriers or catalysts. They used the context as a group variable to grasp the relationship between intention and action. It was argued that the existence of a positive situational context acts as a catalyst in the conversion of plans into actions. Grimmer et al. [ 18 ] investigated the scope of situational factors in the intention to purchase eco-friendly products leading to actual purchase behavior; however, it was noted that the factors of the situation are quite broad. They examined the context in eight different categories: price, distance, product availability, ease of purchase, time, effort, inconvenience, and purchasing possibility. Joshi and Rahman [ 7 ] identified situational factors that serve as barriers to the relationship between purchase intention and purchase behavior. In the context of the situation, there are price sensitivity, ease of purchase, norms, product attributes, product quality, store-related attributes, brand image, environmental labeling, certification, and other situational factors. Therefore, in this study, two variables: ease of purchase and eco label credibility, were selected as situational context variables based on previous studies.

2.3.1. Ease of Purchase

The ease of purchase saves time and physical and mental energy required when shopping [ 36 ]. Vermeir and Verbeke [ 37 ] stated that ease of purchase is related to the availability of sustainable products related to consumer behavior control, which implies difficulty in obtaining or consuming specific products. Consumers stated that it was difficult to purchase products because, although they had high motivation to consume eco-friendly products, these products had a low ease of use. This problem is related to the lack of retail stores or product markets that sell these products, which leads to irregularities and a lack of convenience desired by consumers.

2.3.2. Eco Label Credibility

The eco label provides identifiable marketing tools to communicate the environmentally friendly and socially desirable characteristics of a product to consumers [ 38 ]. Eco labels are known to improve consumer response to both green advertising and brands, and are considered to serve as objective guarantees for the environmental information of products. The trust in eco labels simplifies information retrieval and improves consumer decision-making. Gleim et al. [ 30 ] considered that trust is significant when considering the purchase of eco-friendly products, and a lack of trust in eco-friendly products cannot have a positive effect on eco-friendly consumers. Accordingly, it is judged that consumers’ trust in eco labels as an information source significantly impacts their decision to purchase eco-friendly products.

2.4. Research Model and Hypothesis

Based on the environmental consciousness mentioned by Joshi and Rahman [ 7 ], this study aimed to examine the effects of environmental consciousness on eco-friendly product purchase intention and the adjustment effect of label credibility. The research model of this study is shown in Figure 1 .

An external file that holds a picture, illustration, etc.
Object name is ijerph-20-05312-g001.jpg

Research model.

2.4.1. Environmental Consciousness and Intention to Purchase Eco Products

Many of the previous literature studies have reported that the effect of environmental awareness on purchasing products, such as organic food, is insignificant, and thus the influence of environmental awareness on the intention to purchase organic food has been underestimated in the existing literature [ 32 ]. Interest was also said to be an important factor that can affect consumers’ perceptions when purchasing eco-friendly products, such as organic food [ 39 ].

Environmentally conscious people often consider the environmental impact when purchasing products [ 35 ]. As such, they tend to buy organic food because they may perceive it to be safer, healthier, and less adversely impactful to the environment and eco systems [ 40 ]. Environmentally conscious consumers use more eco-friendly products than less environmentally friendly consumers [ 41 ]. Consumers’ high concern in environmental and social issues and the functional and eco-friendly characteristics of products are the main motivators for inducing eco-friendly purchasing behavior [ 7 ]. Additionally, Cottrell [ 42 ] argued that environmental concerns are a reasonable predictor for environmental behavioral intentions. The concern for the environment has a direct effect on purchased intention in an environmentally sustainable way [ 43 ]. Kim and Choi [ 1 ] stated that environmentalism does not impact collectivism, but influences eco-friendly purchasing behavior.

Environmental concerns will have a positive effect on the purchase intention of eco-friendly products .

As knowledge reflects the cognitive aspects of humans, environmental knowledge is considered a crucially meaningful factor that influences individuals to practice sustainable consumption [ 44 ]. Previous studies suggested that knowledge and perceptions of environmental issues can influence consumers’ purchase intentions for green products [ 20 , 45 ]. Mostafa [ 46 ] stated that practical environmental knowledge is necessary to take appropriate measures for ecological protection and that higher environmental knowledge is more likely to exhibit sustainable purchasing behavior. According to Maichum et al. [ 47 ], environmental knowledge has a positive effect on the purchase intention of green products.

Environmental knowledge will have a positive effect on the purchase intention of eco-friendly products .

Perceived consumer effectiveness (PCE) has been identified as a significant variable related to socially responsible behavior [ 7 ]. Perceived consumer effectiveness (PCE) on environmental issues is distinct from environmental concerns or attitudes and is an important factor in predicting environmentally conscious behaviors, such as green purchasing [ 29 ]. People with high levels of perceived consumer effectiveness (PCE) are more likely to engage in environmental action to alleviate their concerns about the environment [ 30 ]. In particular, young female consumers were found to be willing to purchase used luxury goods when they perceived a high level of green value [ 48 ]. Vermeir and Verbeke [ 49 ] found that consumer effectiveness perceptions were positively related to consumers’ intention to buy organic food. It was found that young female consumers have an intention to purchase luxury goods when recognizing a high level of green value [ 50 ].

Perceived consumer effectiveness will have a positive effect on the purchase intention of eco-friendly products .

2.4.2. Intention to Purchase and Eco Product Purchase Behavior

It has long been understood that purchase intention is crucial to understanding, interpreting, predicting, and influencing consumer behavior. However, in the context of ethical consumerism, it is not well-understood that purchase intention predicts purchase behavior [ 35 ]. Therefore, to investigate consumers’ purchasing behavior of eco-friendly products, it is necessary to examine the relationship between purchase intention and purchase behavior. Wee et al. [ 51 ] investigated the correlation between consumers’ perception, purchase intention, and actual purchase behavior of organic foods based on the planned behavioral theory, and it was identified that the actual purchase behavior of organic foods was significantly influenced by the purchase intention of products.

The purchase intention of eco-friendly products will have a positive effect on the purchase behavior of eco-friendly products .

2.4.3. Moderating Effect of Situational Context

Richter and Klöckner [ 52 ] studied the relationship between consumer knowledge, attitude, intention, and consumption behavior in consuming eco-friendly seafood. It was assumed that habits, situational conditions (ease of purchase, price premium, label, availability, etc.), and socioeconomic conditions (age, income, education, etc.) had a moderating effect on the relationship between intention and behavior. Analysis results revealed that habits weakened the relationship between intention and responsible consumption behavior. Even if consumers continue to have a positive attitude toward seafood consumption, a lack of trust in certification bodies (e.g., the use of seafood labels) is an obstacle to forming specific intentions. Grimmer and Miles [ 45 ] identified a gap between consumers’ intention to purchase environmentally friendly products and actual purchasing behavior, and suggested that contextual factors weakened the relationship between intention and behavior.

Vermeir and Verbeke [ 49 ] confirmed that a high ease of purchase has a positive relationship with attitude and intention for purchasing sustainable products. The study also identified that ease of purchase can act as a barrier to making sustainable consumption decisions. Consumers who thought that eco-friendly products were in short supply said that they could not purchase products despite their positive attitude toward the product. Grimmer et al. [ 18 ] stated that the ease of purchase can play a moderating role in the relationship between intention and behavior. The results revealed that ease of purchase had a moderating effect on the relationship between intention and actual behavior.

Ease of purchase moderates the relationship between purchase intention and purchase behavior of eco-friendly products .

Joshi and Rahman [ 7 ] stated that producers and marketers should not only launch products with eco labels, but also strive to build consumer confidence in eco labels, and the government should monitor the reliability of messages published on them. Moussa and Touzani [ 53 ] presented quality labels as a signal to reduce problems with asymmetric information when consumers were willing to purchase products. The perceived reliability of the label significantly affects the quality perception of the product, and consequently, impacts the purchase intention of the product. Accordingly, it was argued that the reliability of the label was significant.

Eco label credibility moderates the relationship between purchase intention and purchase behavior of eco-friendly products .

3. Methodology

3.1. measure development.

The empirical data for this study were collected through a paper-based survey in South Korea. We distributed questionnaires to visitors of eco-friendly stores at super supermarket (SSM), and immediately collected them after respondents responded. For the sample of this study, we set the population of this study as adult men and women with experience in purchasing eco-friendly products. Moreover, we obtained 236 responses through convenience sampling. After eliminating insincere and incomplete responses through data filtering, we finally obtained a total number of 220 usable responses. Table 1 presents the respondents’ demographic details. The questionnaire, which first defined eco-friendly products for the respondents’ benefit, included questions that measured environmental consciousness, purchase intention, and purchase behavior of eco products, ease of purchase, label credibility, and demographic characteristics of the consumers. With the exception of demographic questions, items were measured using a 7-point Likert scale (1: not at all~7: totally agree), which indicated the degree of agreement with each of the items. All measurement items were modified and supplemented according to this study based on questions that secured the reliability and validity from previous studies.

Profile of respondent characteristics.

As a measure of environmental consciousness, three questions used by Paul, Modi, and Patel [ 23 ] were used for evaluating environmental concern; three questions used by Joshi and Rahman [ 26 ] were used for environmental knowledge; and three questions used by He and Zhan [ 28 ] were used for consumer effectiveness. For the measure of purchase intention of eco-friendly products, three questions used by Paul et al. [ 23 ] and two questions used by Cleveland et al. [ 54 ] were used for the purchase behavior of eco-friendly products. Three questions previously used by Gleim et al. [ 30 ] were used to measure ease of purchase, and five others from previous studies [ 53 , 55 , 56 ] to measure label credibility. After developing a pre-measurement scale based on previous research, a pre-test was first conducted with 40 undergraduate and graduate students who had purchased eco-friendly products in order to derive measurement items. We created metrics based on our preliminary test results. Appendix A lists the construct measuring items.

3.2. Measurement Model

A structure equation model approach was used in this study. First, we conducted a confirmatory factor analysis to test the validity of the constructs. Then, the Cronbach’s alpha was calculated for each latent variable, which consists the remaining observed variables. Gefen et al. [ 57 ] recommend the use of the internal consistency coefficient or internal consistency reliability. Cronbach’s alpha coefficients were all higher than the reference value of 0.6, satisfying the appropriate level of internal consistency. The item-to-concept average correlation coefficient also exceeded the reference value of 0.6. Additionally, the value of the factor loading value was more than 0.5, which is the reference value; the value of the reliability coefficient was more than 0.6, which is the reference value; and the variance extraction value was more than 0.5, which confirmed the convergence validity of the constituent concept [ 58 ].

Table 2 confirms the results of factor analyses on the reliability and validity of these specific measurement items. As a result of verifying the overall suitability of the entire model, X 2 was 508.35 (df = 338) and the p value was 0.000. GFI was 0.91 above the recommended level (>0.90), and AGFI was 0.88 above the recommended level (>0.80). RMSEA was 0.032, which was below the recommended level of 0.08. NFI was 0.94, CFI was 0.98, and IFI was 0.98, which was found to meet the recommended level (>0.90) [ 59 ].

Item loadings and reliabilities.

Table 3 shows the results of analyzing the discriminant validity. We calculated the square root of each factor’s AVE and its correlation coefficients with other factors. As a result of the analysis, it was confirmed that there is validity for discrimination between notions because the square root of each factor’s AVE is larger than its corresponding correlation coefficients with other factors as shown in the presented table. All fit indices are acceptable [ 60 ]. Thus, the results indicate an adequate model fit between our research model and the empirical data.

Correlation coefficient matrix and roots of the AVEs.

Numbers in the diagonal in the bold values present the square root of AVE.

For the hypothetic SEM model, we used SPSS 22.0 and AMOS 22.0 to test whether the empirical data conformed to the proposed model. The model included twenty-two items describing seven latent constructs. We examined the model fit of our research, as shown in Table 4 . The common criteria in the SEM were suggested by Hair et al. [ 61 ]. All fit indices of this study are acceptable.

Summary of fit indices.

Table 5 shows the results of hypothesis verification on the relationship between the level of environmental consciousness and the purchase intention of eco-friendly products. H1 to H3 predicted that environmental consciousness would affect one’s purchase intention of an eco product. The results showed that environmental knowledge significantly influenced purchase intention (β = 0.42, p < 0.001), and perceived consumer effectiveness also significantly affected purchase intention (β = 0.28, p < 0.01), but environmental concern did not significantly affect purchase intention (β = 0.18, n.s). This finding supports H2 and H3. H4 posited that one’s purchase intention of an eco product affects purchase behavior. The results show that purchase behavior toward eco products was significantly influenced by purchase intention (β = 0.91, p < 0.001), indicating the support of H4. We further analyzed the effect size. Effect size indicates whether a structure has a real impact on other structures. The generally recommended values are 0.02, 0.15, and 0.35, respectively [ 62 ]. The effect size of the relationship between environmental knowledge and purchase intention was 0.044, and between perceived consumer effectiveness and purchase intention was 0.067.

Results of hypotheses test.

Table 6 and Table 7 show the results of hypothesis verification on the moderating effects of situational factors in the relationship between purchase intention of eco-friendly products and the actual purchase behavior of eco-friendly products. To verify the moderating effect of situational factors, an analysis of the difference between the two groups using a structural equation model was conducted. Upon examining the difference in the kai square between groups in order to investigate the moderating effect of label trust, H5 was △x 2 = 6.59, which indicates that the statistically marked difference at the significance level of 0.05 and the high ELC are notably higher than the low ELC. This result shows that eco label credibility has a positive moderating effect on the relationship between the purchase intention and the behavior toward eco products. Hypothesis 5 is therefore supported. That is, the higher the eco label credibility, the higher the influence of purchase intention on the behavior toward eco products. Upon examining the difference in kai square between groups to investigate the moderating effect of ease of purchase, H6 was Δx 2 = 6.89, indicating a statistically significant difference at the significance level of 0.05. This also means that ease of purchase has a positive moderating effect on the relationship between purchase intention and behavior toward eco products. Hypothesis 6 is thus supported. In other words, the higher the ease of purchase, the stronger the effect of purchase intention on behavior.

Result of moderating effect of Hypothesis 5.

* p < 0.05, ELC: Eco label credibility.

Result of moderating effect of Hypothesis 6.

* p < 0.05, EOP: Ease of purchase.

5. Discussion

This study indicated that existing studies on eco-friendly products had limitations in predicting purchase behavior by measuring only purchase intention, and sought to examine the relationship between purchase intention and purchase behavior by expanding on actual purchase behavior. It was intended to examine the moderating effect depending on situational factors, believing that there would either be a barrier or promotion of situational factors for the phenomenon whereby eco-friendly products are not actually purchased despite real purchase intentions. Additionally, owing to the recent increase in environmental problems, consumers’ environmental consciousness will impact the purchase of eco-friendly products, and the study attempted to examine the relationship between environmental consciousness and eco-friendly product purchase.

The analysis results find that environmental knowledge and perceived consumer effectiveness factors act as independent antecedents of the purchase intention of eco product. Although some researchers have investigated the factors affecting the antecedents of purchase intentions for green products via the mediating role of attitude [ 13 , 63 , 64 ], this study found that two factors act as the antecedents of eco-friendly purchase intention, which are directly based on an intention–behavior model of eco-consumer behavior . Among environmental consciousness factors, environmental knowledge has a stronger effect on the purchase intention of eco products than PCE. This finding implies that consumers who are interested in eco-friendly products and are more knowledgeable on the matter are more likely to act eco-friendly. Moreover, the more knowledge of environmental problems and issues, the more consumers intend to purchase eco-friendly products. This study also confirmed that PCE is an important predictor of ecologically conscious consumer behavior. Furthermore, eco-friendly consumers are more internally controlled by a belief in the self which contributes to a more action-oriented attitude, rather than a collective effectiveness imposed by society and the government [ 65 ]. Therefore, consumers with high PCE have been shown to believe that they could possibly handle ecological issues by themselves with their own efforts . The results also show that the purchase intention of an eco product is positively associated with the purchase behavior toward an eco product. In addition, this study indicates that ease of purchase and eco label credibility moderates the effect of purchase intention on purchase behavior. This result means that consumers who can easily find and purchase eco-friendly products around them are relatively more likely to buy eco products. Furthermore, these results also provide contributions to previous studies on the gap between intention and behavior in green consumerism. Previous studies related to green consumption have used the role of cognitive view to explain the gap between intention and behavior [ 16 , 35 , 43 ]. Under this view, studies usually consider the intention as highly correlated with behavior. However, our study focuses on the situational context to examine the moderators that help close the gap between intention and behavior in green consumption. Therefore, the findings of our study have shown that there always exists at least a gap between the intention and the behavior in eco-friendly consumption. In addition, this finding also supports previous studies [ 18 , 26 ] which conclude that the more favorable situation increases the translation of intentions to behavior. Another finding of this result means that a higher eco label credibility strengthens consumers’ behavior toward eco products.

5.1. Theoretical Implications

The following theoretical implications are presented based on the results of this study. First, from an environmental perspective, the variables affecting the purchase intention of eco-friendly products were considered as consumers’ environmental consciousness divided into environmental interest, environmental knowledge, and consumer effectiveness perception. The effect on the relationship of eco-friendly product purchase intentions was confirmed. The dimensions of environmental consciousness, environmental knowledge, and consumer effectiveness perception were identified as variables affecting the purchase intention of eco-friendly food—this differs from the research results of Maichum et al. [ 47 ] in that it does not directly affect the purchase intention of eco-friendly products. However, consistent with Frick et al. [ 27 ], environmental knowledge and the perception of effectiveness directly affect behavioral intentions. This study identified that environmental interest did not affect the purchase intention of eco-friendly food. These results show that environmental interest cannot be considered a factor that directly affects the purchase intention of eco-friendly food, and other factors are required as parameters. Newton et al. [ 4 ] stated that more information was required to support purchase decisions before converting to purchase intention of eco-friendly products. Therefore, it would be more meaningful to examine an interest in health as a parameter in the relationship between an interest in the environment and the intention to purchase eco-friendly products.

Second, it was judged as insufficient to predict purchase behavior by measuring only consumers’ purchase intention, owing to the characteristics of eco-friendly food, and the purchase behavior of eco-friendly products was examined as a result variable. Previous studies suggested that in ethical or eco-friendly products, purchase intention did not predict purchase behavior, and purchase intention and purchase behavior were inconsistent. Therefore, it was insufficient to regard purchase intention as a predictor of purchase behavior. Accordingly, in this study, the purchase behavior of eco-friendly products was measured, and it was confirmed that the purchase intention of eco-friendly products was a variable affecting the purchase behavior of eco-friendly products.

Third, owing to the nature of eco-friendly products, there is an intention to purchase products; however, actual purchases have not increased. This phenomenon can be explained as there being another factor impacting the relationship between intention and behavior in purchasing eco-friendly products. However, in previous studies, only theoretical concepts were presented on barriers and catalyst factors for the discrepancy between the intention and behavior of purchasing eco-friendly products. This study presented situational factors to examine the relationship between eco-friendly product purchase intention and eco-friendly product purchase behavior and examined the moderating effects of the suggested situational factors.

5.2. Practical Implications

The results of this study provide eco product company managers with insight into how to improve consumers’ purchase behaviors. The predominant implication is that environmental knowledge and consumer effectiveness perception affect the purchase intention of eco-friendly products and lead to eco-friendly product purchase behavior. The findings of this result recommend increasing consumers’ knowledge of eco product performance which can help to accomplish personal goals of environmental impact. This social and educational green consumption strategy would help to not only increase eco-friendly consumption behaviors, but also turn consumer intention into actual green behaviors. Under this strategy, consumers need to be aware of their personal impacts via consuming eco products. Therefore, companies should focus not only on promoting products, but also on delivering knowledge about the environment so that consumers can augment their environmental knowledge. It can also be predicted that the sales of eco-friendly products will increase in the future as information on how consumer behavior will affect the environment is steadily shared with the public. Additionally, Korean consumers are still more interested in their own health than in the ecological environment when deciding on the purchase of eco-friendly products. Therefore, when advertising eco-friendly products, it will be more effective to emphasize both an interest in the environment and health for the consumers themselves, as well as their families. In the future, it is expected that a promotion concept for consumption promotion linking health and environmental protection will be required.

Another implication of our finding is related to the situational context. It is necessary to focus on the credibility of the eco label and the ease of purchase to facilitate sales of eco-friendly products. However, it would appear that the mere presence of eco labels does not necessarily drive product credibility. The brand managers of green products should also consider which eco label to use, as there are many in the marketplace. As eco labels interact with brand or product evaluation, selecting the right eco label is even more important for brand managers.

Additionally, eco-friendly food companies should make it easier for consumers to purchase products. Affordability can impact the purchase of eco-friendly foods, such as organic foods, and this is not under the consumer’s control. Supply chains determine the availability of eco-friendly food to consumers. According to a 2017 survey by the Ministry of Agriculture, Food and Rural Affairs, most consumers (59.3%) have difficulty buying eco-friendly foods at large discount stores, SSM (corporate supermarkets), and local supermarkets, except for specialty stores. Most consumers buy eco-friendly foods at large discount stores, but there are occasions when they do not have eco-friendly foods in stock, and products that they usually buy are often sold out. Therefore, eco-friendly food management in large marts should be thoroughly managed through smooth communication between eco-friendly food producers and sellers so that various items can be supplied steadily, and finally, inventory management should be improved. It is also necessary to introduce measures to facilitate the purchase of these eco-friendly products.

6. Limitations and Future Studies

Although this study reveals several theoretical and practical implications, it has some limitations. This study examined a sample of a relatively high percentage of environmentally aware consumers. Future research could include the differences between green and non-green consumer responses.

Consumers’ income and cultural backgrounds might influence their decision making process. However, the present study was based on a sample in only one developed country. Therefore, it should be replicated in other countries to understand how different consumers associate their perceptions and outcomes. Moreover, intention and behavior are measured at the same point in time throughout the same sample. Future research may apply the survey at different moments of time so as to better determine the intention–behavior gap. As such, various characteristics of the sample and cross-sectional research will contribute to the generalization of the research result.

This study attempted to present new influencing variables based on the planned behavioral theory of Fishbein and Ajzen, but it could not examine the variables that affect the existing purchase intention. It would be more meaningful to examine various subjective norms, perceived control, and attitude variables proposed by Fishbein and Ajzen.

Another possible future extension of this work could be to investigate whether the results from this study can be applied to various eco label types including color, size, and sponsor.

Similarly to previous researches [ 66 , 67 ], this study has the possibility of a social desire ability bias by using a Likert scale. Some respondents normally lie in the questionnaire due to biasness, hence leading to wrong conclusions. Bias between self-reported behavior and real behavior might be overcome in future research via an experimental study comparing real behaviors with previous intentions.

As an approach to resolve the discrepancy between purchase intention and purchase behavior toward eco-friendly products, this study focused on situational factors that can control the effect of purchase intention on behavior. In future studies, it will be necessary to examine the moderating effects of demographic, socioeconomic, and socio-psychological variables.

Appendix A. Construct Measuring

Funding statement.

This work was supported by the 2021 Yeungnam University Research Grant.

Author Contributions

Conceptualizing, collecting data, research methodology, formal analysis, writing; N.K.; Conceptualizing, data curation, review, project administration; K.L. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Research Promotion Department of Kyungpook National University (KNU2018-0129).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

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Home / Essay Samples / Environment / Ecology / Ecological Consciousness: Building a Sustainable Future

Ecological Consciousness: Building a Sustainable Future

Category: Environment , Education
Topic: Environmental Education , Environmental Ethics

Pages: 4 (1610 words)

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Abdullah, K. (2013) The Role of Faculties of Education in Increasing Sustainable Environmental Awareness of Society. European Journal of Sustainable Development, 4, 233-242
Almeida, S. C., Moore, D., & Barnes, M. (2018). Teacher identities as key to environmental education for sustainability implementation: A study from Australia. Australian Journal of Environmental Education, 34(3), 228-243. doi:10.1017/aee.2018.40
Australian Curriculum Assessment and Reporting Authority (2017). Sustainability.
Beckrich, A. (2010). The green room: Greening your science curriculum. The Science Teacher, 77(9), 12-13.
Benavides-Lahnstein, A.(2019). Revisiting the future: Educating school teachers in science education for sustainability. Teacher Development, 23(4), 506-510. doi:10.1080/13664530.2019.1623299
Corraliza, J. A., & Collado, S. (2019). Ecological awareness and children’s environmental experience. Papeles Del Psicólogo, 40(3), 190-196. doi:10.23923/pap.psicol2019.2896
Dulin, E. (2017). Unit of work on sustainability. Science Education News, 66(3), 36-48.
Evans, N., Whitehouse, H., & Hickey, R. (2012). Pre-service teachers' conceptions of education for sustainability. Australian Journal of Teacher Education (Online), 37(7), 1-12. doi:10.14221/ajte.2012v37n7.3
Egger, A. E., Kastens, K. A., & Turrin, M. K. (2017). Sustainability, the next generation science standards, and the education of future teachers. Journal of Geoscience Education, 65(2), 168-184. doi:10.5408/16-174.1
Handayani, R. Wilujeng, I., & Prasetyo, Z. (2018). Elaborating indigenous knowledge in the science curriculum for the cultural sustainability. Journal of Teacher Education for Sustainability, 20(2), 74-88. doi:10.2478/jtes-2018-0016
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London;New York; Routledge. doi:10.4324/9780203181522
Korda, S. (2019). Reinventing teaching. Childhood Education, 95(1), 38-43. doi:10.1080/00094056.2019.1565808
Paricio, L. (2019). Sustainable science education: Paving the way for science of sustainability in secondary education. The Science Teacher, 87(3), 16.
Taylor, D. E. (2019). College students and nature: Differing thoughts of fear, danger, disconnection, and loathing. Environmental Management, 64(1), 79-96. doi:10.1007/s00267-019-01172-9

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Environmental Consciousness, Sustainability, and the Character of Philosophy of Education

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Environmental Consciousness, Purchase Intention, and Actual Purchase Behavior of Eco-Friendly Products: The Moderating Impact of Situational Context

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2.3. Situational Context

2.3.1. Ease of Purchase