Do Global Attitudes and Behaviors Support Sustainable Development?

Leiserowitz, Anthony; Kates, Robert W.; Parris, Thomas M.

doi:10.3200/envt.47.9.22-38

Cited by 80 publications

(45 citation statements)

References 11 publications

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“…Furthermore, responses were skewed toward a small set of mitigative behaviors. Given that international surveys of high-income countries report 44% of adult respondents identifying environmentally friendly cars as an important form of mitigation, it is not surprising that our sample of students identified lowering car emissions as an important behavior (as cited in Leiserowitz, Kates, and Parris 2005). Other international perspectives, however, were not as strongly reflected in our study.…”

Section: Discussionmentioning

confidence: 51%

Middle and high school students’ conceptions of climate change mitigation and adaptation strategies

Bofferding

Kloser

2014

Environmental Education Research

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Both scientists and policy-makers emphasize the importance of education for influencing pro-environmental behavior and minimizing the effects of climate change on biological and physical systems. Education has the potential to impact students' system knowledge -their understanding of the variables that affect the climate system -and action knowledge -their understanding of behaviors that can impact the system. Research on climate change education has largely focused on system and action knowledge that address mitigation while overlooking equally necessary adaptive responses. This study used a pre/post-test format to identify aspects of middle and high school students' climate system knowledge and action knowledge of both mitigation of and adaptation to climate change. Results indicate that adolescents currently conflate climate change mitigation strategies with unrelated environmental problems far less than in previous surveys. However, students demonstrated limited understanding of adaptive responses to climate change. After engaging in an instructional unit on climate change, students expressed stronger system and action knowledge, but significant misconceptions remained that conflated mitigation of and adaptation to climate change.

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Section: Discussionmentioning

confidence: 51%

Middle and high school students’ conceptions of climate change mitigation and adaptation strategies

Bofferding

Kloser

2014

Environmental Education Research

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“…Nuclear politics have been largely driven by a conflict in core values, including, for instance, views on nature and man's relationship to it, technology and modernity, and the role of science and experts in governance (Sabatier, 1988;Leiserowitz et al, 2005). Political positions are partly shaped by these core values, but political actors (parties usually) may also exploit them: as value differences became irreconcilable, the nuclear issue became a tool for partisan politics -by which one could cast shadows of doubt on one's opponents, and make or break coalitions.…”

Section: Discussionmentioning

confidence: 99%

The Role of Assessments and Institutions for Policy Learning: A Study on Swedish Climate and Nuclear Policy Formation

Nilsson¹

2006

Policy Sci

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This study examines two challenges related to the integration of environmental concerns into public policymaking: how to shape institutions that facilitate policy learning in national policymaking processes, and how to create effective supporting assessment processes. A simple construct of policy learning is applied empirically; distinguishing what is learned in terms of conceptual and technical learning, and unpacking the process of learning into three elements: knowledge acquisition, interpretation, and institutionalization. Two empirical policy cases, climate and nuclear policy formation in Sweden, are analyzed over two decades, detecting patterns of learning and investigating what institutions have facilitated or obstructed them. The analysis is based on a study of actual policy outputs, an examination of reasoning and argumentation in policy documents, and evidence from testimonial interviews. Results indicate that climate policy has undergone fundamental learning processes whereas nuclear policy has been more intractable. Most learning has occurred in some agency and committee processes, while ministries and political levels have suffered from weak capacities and incentives to learn. Key drivers of learning included trust building among key agents coupled to international driving forces. Ultimately, institutional rules, capacities, and incentives are more important factors for enhancing learning than what types of assessments feed in. Copyright Springer Science+Business Media, Inc. 2005

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“…The latter highlights the particular issues associated with ensuring that rights of indigenous communities are respected and upheld, as well as a need to avoid, with respect to both indigenous and local communities, a 'tyranny of the majority'. At the same time, attention should be paid to the legitimate desire of many non-local people to foreground concerns of ecosystem preservation, based on both ecosystem service provision and the intrinsic value of nature (GlobeScan, 2004;Leiserowitz et al, 2004Leiserowitz et al, , 2005Van den Born et al, 2001).…”

Section: Principle 4 Inclusivenessmentioning

confidence: 99%

Good governance for terrestrial protected areas: A framework, principles and performance outcomes

Lockwood

2010

Journal of Environmental Management

469

388

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Do Global Attitudes and Behaviors Support Sustainable Development?

Cited by 80 publications

References 11 publications

Middle and high school students’ conceptions of climate change mitigation and adaptation strategies

Middle and high school students’ conceptions of climate change mitigation and adaptation strategies

The Role of Assessments and Institutions for Policy Learning: A Study on Swedish Climate and Nuclear Policy Formation

Good governance for terrestrial protected areas: A framework, principles and performance outcomes

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