This book bridges the gap between two critical issues - environmental literacy and social norms - and explores various topics and case studies from Sinophone and Taiwanese perspectives. Each chapter includes extensive information on pro-environmental behaviors, and on people with working experiences, home experiences, and actual philosophies in their daily lives. In keeping with the Sustainable Development Goals (SDGs), this book highlights our potential to contribute to social inclusion and environmental protection, and offers a comprehensive guide for scholars, students, practitioners, and entrepreneurs in environmental education and related disciplines.

Auteur
Wei-Ta Fang, Ph.D., is a Distinguished Professor and Director of the Graduate Institute of Environmental Education, National Taiwan Normal University, and President of the Society of Wetland Scientists Asia Chapter. He is an environmental educator and the first research fellow awarded the status of Professional Wetland Scientist (PWS) in Asia. He received the President's Service Award (2017 & 2011), and the Doug Wilcox Award (2015), both from the Society of Wetland Scientists, and has also served as an Associate Editor of Wetlands (SCI journal, Springer), since 2012. His publications include Tourism in Emerging Economies (Springer, 2020) and Envisioning Environmental Literacy.

Texte du rabat
This book bridges the gap between two critical issues environmental literacy and social norms and explores various topics and case studies from Sinophone and Taiwanese perspectives. Each chapter includes extensive information on pro-environmental behaviors, and on people with working experiences, home experiences, and actual philosophies in their daily lives. In keeping with the Sustainable Development Goals (SDGs), this book highlights our potential to contribute to social inclusion and environmental protection, and offers a comprehensive guide for scholars, students, practitioners, and entrepreneurs in environmental education and related disciplines.

Résumé
This book bridges the gap between two critical issuesenvironmental literacy and social norms and explores various topics and case studies from Sinophone and Taiwanese perspectives. Each chapter includes extensive information on pro-environmental behaviors, and on people with working experiences, home experiences, and actual philosophies in their daily lives. In keeping with the Sustainable Development Goals (SDGs), this book highlights our potential to contribute to social inclusion and environmental protection, and offers a comprehensive guide for scholars, students, practitioners, and entrepreneurs in environmental education and related disciplines.

Contenu
Part I Contextualization
Chapter 1 Orientation1.1Introduction to Norms1.1.1 What is the Definition of Social Norms1.1.2 Four Different Types of Norms1.2The Relationship Between Norms and Pro-environmental Behaviors 1.2.1 Descriptive Norms1.2.2 Injunctive Norms1.2.3 Subjective Norms1.3New Environmental Paradigm (NEP)1.3.1 Human Exemptionalism Paradigm (HEP) The History of New Environmental Paradigm (NEP) 1.4Learning Processes1.4.1 Free-choice Learning1.4.2 Learning Venues1.4.3 Model of Free-choice Learning and New Environmen-tal Paradigm (NEP) 1.4.4 Emotional State for Learning1.5The Triangular Pyramid Model in My Research1.5.1 What is The Triangular Pyramid Model? 1.5.2 Project from Solid Model to Plane1.6Area of Study1.7About the Book References
Chapter 2 Indigenous Knowledge 2.1 Introduction2.2 Traditional Ecological Knowledge2.2.1 Yin and Yang2.2.2 Feng Shui and Wu Xing2.2.3 Eight Trigrams (Baguà) 2.3 Tribal Knowledge and Indigenous Science2.3.1 Research on Taiwanese Indigenous Peoples2.3.2 Sustainability and Scientific Nature of Hunting Culture2.3.3 Gaga System for Constructing TEK and Indigenous Science2.4 Evoking Identification of Sustainability2.5 SummeryReferences
Chapter 3 Environmental Literacy: Behavior Oriented3.1 Introduction3.2 Environmental Literacy3.3 Pro-Environmentally Behavior3.3.1 Theory of Planned Behavior (TPB) 3.3.2 Value-belief-norm Theory (VBN) 3.3.3 Empowerment3.3.4 Factors Related to Pro-environmental Behavior3.3.5 Barriers to Pro-environmental Behavior3.4 Conducting Studies for Environmental Literacy3.4.1 Research Contents in the Book3.4.2 Research Methods 3.4.3 Results of the Book3.5 Summary References
Chapter 4 Environmental Governance4.1 Introduction4.2. Defining Local Environmental Governance in Taiwan4.3 Analytical Procedures and Methods4.4 Results of Detecting Insufficiencies and the Powerlessness of Local Environmental Governance in Taiwan4.5 Discussion4.6 Conclusions: An Unfinished Theory of Decentralization of Envi-ronmental Representative Politics in Taiwan4.7 Summery References
Part II Agents
Chapter 5 Officers5.1 Introduction5.1.1 Norm Activation Model (NAM)5.1.2 Hypothesis of the NAM5.2 Materials and Methods5.2.1 Participants and Procedure5.2.2 Measures5.3 Results5.3.1 Descriptive Findings5.3.2 Correlation Analysis5.3.3 Path Analysis and Structural Equation Model5.4 Discussion: Using the Norm Activation Model (NAM) to Predict the Pro-Environmental Behaviors of Public Servants at the Central and Local Governments5.4.1 Influence of Personal Norms5.4.2 Influence of Awareness of Consequences5.4.3 Influence of Ascription of Responsibility5.5 Implications, Limitations, and Future Research5.6 SummeryReferences
Chapter 6 Farmers6.1 Introduction6.2 Conceptual Framework and Hypothes...