@ARTICLE{26583223_259400083_2019, 
	author = {Lidia Smolova}, 
	keywords = {, types of thinking, system thinking, ecological thinking, ecological attitudes, ecological education, sustainable developmentthe Club of Rome},
	title = {Types of Thinking and Their Value for Ecological Education},
	journal = {Psychology. Journal of Higher School of Economics},
	year = {2019},
	volume = {16},
	number = {1},
	pages = {50-66},
	url = {https://psy-journal.hse.ru/en/2019-16-1/259400083.html},
	publisher = {},
	abstract = {In this article types of thinking - mythological, totemic, formal, logical, associative, figurative, and abstract - are theoretically analysed regarding their possible contributions to ecological attitudes. The value and uniqueness of each type of thinking as a way of knowing the world is emphasized. The continuity, complication, and evolutionary character of the types of thinking (that are in a certain hierarchical relationship) are described. The potential for all types of thinking to be presented in each person is specified. It is noted that each phenomenon (a situation, an event, or a subject) can be considered from the angle of different types of thinking: it will only enrich the perspective and complement the knowledge of it. The possible contribution of each type of thinking to ecological education is described. It is emphasized that the types of thinking are conscious or unconscious tools, the application of which is possible and necessary in order to clarify reference points and triggers that form the basis of ecological behavior, as well as to help to a person of any age to learn to think integrally and systematically. Understanding the types of thinking will assist people in their search for their personal sense of sympathetic behavior to the environment.},
	annote = {In this article types of thinking - mythological, totemic, formal, logical, associative, figurative, and abstract - are theoretically analysed regarding their possible contributions to ecological attitudes. The value and uniqueness of each type of thinking as a way of knowing the world is emphasized. The continuity, complication, and evolutionary character of the types of thinking (that are in a certain hierarchical relationship) are described. The potential for all types of thinking to be presented in each person is specified. It is noted that each phenomenon (a situation, an event, or a subject) can be considered from the angle of different types of thinking: it will only enrich the perspective and complement the knowledge of it. The possible contribution of each type of thinking to ecological education is described. It is emphasized that the types of thinking are conscious or unconscious tools, the application of which is possible and necessary in order to clarify reference points and triggers that form the basis of ecological behavior, as well as to help to a person of any age to learn to think integrally and systematically. Understanding the types of thinking will assist people in their search for their personal sense of sympathetic behavior to the environment.}
}