Loss of traditional knowledge aggravates wolf–human conflict in Georgia (Caucasus) in the wake of socio-economic change

Kikvidze, Zaal; Tevzadze, Gigi

doi:10.1007/s13280-014-0580-1

Cited by 22 publications

(16 citation statements)

References 11 publications

(9 reference statements)

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“…This is consistent with patterns observed in the rest of Europe, where carnivores decreased, only to increase again [7]. For example in Georgia (Caucasus), the damage from wolf attacks increased considerably after a 50 year break since traditional knowledge about how to protect the livestock was lost [40]. In Slovakia, the use of livestock-guarding dogs decreased when the wolves decreased, however when the wolves increased again the herds that had kept their guard dogs experienced 70 per cent less damage [73].…”

Section: Local and Traditional Knowledge Of Protecting Livestock Fromsupporting

confidence: 84%

“…The herding practices indicate the use of practical experience-based knowledge, not only about handling livestock and knowing the grazing grounds, but also about the behavior of carnivores and how to protect the livestock [5,7,[40][41][42]. Ethnological initiatives from the early twentieth century have contributed to the written documentation of such knowledge in Sweden [9,43].…”

Section: Carnivores Livestock Local and Traditional Knowledgementioning

confidence: 99%

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Wolf and Bear Depredation on Livestock in Northern Sweden 1827–2014: Combining History, Ecology and Interviews

Linkowski

Kvarnström

Westin

et al. 2017

Land

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During the twenty-first century, large carnivores have increased in human dominated landscapes after being extinct or nearly extinct. This has resulted in increasing numbers of livestock killed by large carnivores. The intent of this paper is to give a land use-historical perspective on the recent livestock-carnivore conflict in boreal Sweden. More specifically we address: (1) depredation risks (livestock killed by carnivores) and (2) local knowledge of how to protect livestock from predation and whether it survived among pastoralists until the present. This study provides numeric information on carnivores, livestock and depredation, combined with oral information from summer farmers about livestock protection. We compare recent (since 1998) and historical (late nineteenth century) depredation rates in two Swedish counties. In Dalarna recent depredation rates are higher than historical rates while the opposite pattern is seen in Jämtland. Recent depredation rates in Dalarna are twice the recent rates in Jämtland, in contrast to the historical situation. Recent and historical depredation rates are of the same order. Summer farmers traditionally graze their livestock in forested areas where carnivores reside. Interviews show that traditional knowledge of how to protect livestock from carnivores was lost during the twentieth century, but recently new knowledge has developed leading to changes in summer farming practices. The carnivore-livestock situation today differs from the historical situation, not so much in levels of depredation, but mainly regarding the possibilities of farmers to face challenges associated with increasing carnivore populations.

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Section: Local and Traditional Knowledge Of Protecting Livestock Fromsupporting

confidence: 84%

Section: Carnivores Livestock Local and Traditional Knowledgementioning

confidence: 99%

Wolf and Bear Depredation on Livestock in Northern Sweden 1827–2014: Combining History, Ecology and Interviews

Linkowski

Kvarnström

Westin

et al. 2017

Land

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“…Røskaft et al [54] argued that insufficient knowledge regarding wolf ecology end ethology can influence attitudes negatively. Along with the previously mentioned learning topics, learning about proper human behavior [55] and practices regarding wolf damage prevention [56] should be considered.…”

Section: Attitudes and Knowledge Before Treatmentmentioning

confidence: 99%

Wolves’ Conservation through Educational Workshops: Which Method Works Best?

et al. 2019

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(1) Background: Conservation biology education is an important societal goal, targeting the worldwide promotion of biodiversity conservation. When learning about animals, direct experience poses an ideal opportunity to influence the participants’ attitudes and knowledge. However, in the case of large carnivores, direct experiences are scarcely possible, except at local zoos. School teaching should therefore rely on preserved materials, which are still originals. (2) Methods: Here, we investigated how students’ attitudes and knowledge regarding wolves can be improved in three different teaching contexts: (a) through conventional lectures, (b) through lectures combined with hands-on activities in the real classroom setting, and (c) through lectures with hands-on activities at the university. Students from general and vocational (veterinary) upper secondary school participated in the study. Attitudes and knowledge were tested before and after the teaching. (3) Results: Students displayed positive attitudes toward wolves and their prior knowledge had the highest influence on attitude ratings. Knowledge about wolves improved during teaching regardless of the teaching approach. The highest influence on attitudes and knowledge was observed in the university setting. (4) Conclusion: The university setting evidently produces the strongest effect so it is a recommended approach when designing conservational topics.

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“…Some authors argue that even shorter environmental courses can promote positive attitudes and higher knowledge (Campbell Bradley et al, 1999;Prokop, Tuncer, & Kvasničák, 2007). Kikvidze and Tevzadze (2015) stressed the importance of traditional knowledge, such as appropriate husbandry practices among livestock breeders to reduce wolves' predation. Besides the perceived damage, fear also plays an important role in attitude formation.…”

Section: Knowledgementioning

confidence: 99%

The Vocational Upper Secondary Schools Students’ Knowledge and Their Attitudes Toward Wolves

Oražem

Tomažič

2018

JBSE

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Wolf (Canis lupus) conservation is multidimensional. Its aspects include the consensus between different interest groups. The present research aimed to assess the attitude and knowledge of the students (N = 483 students from three schools age 14-19) enrolled in the environmentalist, veterinary and agricultural technician study programmes through a questionnaire, as their profession represents a part of this multidimensional consensus. The research results indicate that students have neutral to positive attitudes toward wolves, generally. Their knowledge of wolves, however, is limited. Agricultural technicians showed the most negative attitudes toward wolves and the lowest knowledge. Overall, correlations between all attitudinal dimensions and correlations between attitudinal dimensions and knowledge were found, with the highest correlations between conservation dimension and all other dimensions including knowledge. The research findings support the widespread assumption that education within the above-mentioned study programmes should focus also on the current socio-scientific issues of animal conservation. Special attention should be given to the education of agricultural technicians as their utilitarian view could interfere with the effective conservation of large carnivores. Keywords: attitudes toward wolves, knowledge about wolves, vocational upper secondary school students.

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Loss of traditional knowledge aggravates wolf–human conflict in Georgia (Caucasus) in the wake of socio-economic change

Cited by 22 publications

References 11 publications

Wolf and Bear Depredation on Livestock in Northern Sweden 1827–2014: Combining History, Ecology and Interviews

Wolf and Bear Depredation on Livestock in Northern Sweden 1827–2014: Combining History, Ecology and Interviews

Wolves’ Conservation through Educational Workshops: Which Method Works Best?

The Vocational Upper Secondary Schools Students’ Knowledge and Their Attitudes Toward Wolves

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