The article critically evaluates evolutionary-psychological theories of human landscape preference and its aesthetical appreciation. We follow the roots of these thoughts within the EEA concept and their divergent development in separate theoretical trends - habitat theory, prospect-refuge theory and lastly the highly problematic savanna theory. Dealing with the last mentioned, its dubious elements are highlighted. We draw attention to the inadequate connection between human EEA and Pleistocene Africa and the unproblematic determination of human aesthetical preferences as "savanna oriented". Such an attitude is de facto anti-evolutionary and several arguments against it can be given from the field of cultural history. The narrowly defined notions of evolutionary-biological relevance of the preference of savanna-type landscapes are in a strict contrast with other lesser known, yet much more credible and general theory of Kaplan and Kaplan (1989).
Full text available only in Czech - „Krajina a evoluce"? Evolučně-psychologické teorie percepce krajiny
The article presents the results of qualitative research that has been undertaken among Czech environmental education centres, and regional and municipal government institutions providing financial support in this area. Three research questions were discussed: what evaluation strategies are used by the organisations? How are the strategies connected with the methodology of the programmes, or how do the programmes correspond with the standards for effective environmental education? How important is the real effectiveness of the programmes for a local government's decision regarding their financial support? The research proved that few organisations use evaluation strategies that provide relevant information about programme effectiveness, there are methodological weaknesses in the majority of analysed programmes, and local government institutions do not have and do not demand relevant information about the effectiveness of supported programmes.
Full text in English available in Envigogika 3/2009 - Effectiveness, evaluation and support of environmental education programmes
The topic of this contribution was an educational project in study programme of Department of Geography, Faculty of Science, Masaryk University in Brno, the school year 2008/09. Teaching/learning the sustainability was based on joint deduction, induction and abduction in study groups emphasizing fieldwork in Deblín-town area, in the west of Brno-city. Supported by cooperation of university, basic school and Deblín-town community, among others in two public evening sessions. Public administrative body from the town of Tišnov, Department of environment and the management of Deblín-microregion also assisted in the project. With respect to Millenium Ecosystem Assessment the main stakeholders/actors were included for their important role in cultural landscape ecosystems sustainability. Strong social accent on children, youth, experts, public administration and adult public participation carried out community requirements. Studying environmental perception and participation, GIS technology application in the frame of multiple method in geographical research based on field survey and remote sensing data offered new knowledge. It was used, e.g. for revision of landscape protection, improving hydro-cycle for public benefit.
The article presents differences between outcome-based and process-based paradigmatic approaches in environmental education. It briefly summarises their history and main points. The author presupposes that the controversy lies partially in a misunderstanding of the model of responsible environmental behavior, which is crucial for an outcome-based approach. He argues that the differences between paradigms are not so deep in praxis and that all new approaches should be evaluated in terms of their contribution to knowledge, skills, values, attitudes and behavior.
Full text available only in Czech - Výstupy či procesy: paradigmatický (kvazi)spor environmentální výchovy