SOME IDEAS ABOUT SPECIFICITY AND METHODS OF FOSTERING VALUE-BASED RELATIONS WITH NATURE

The interpretation of the concept ‘value' is extremely varied and brings a historic background. Values are fostered since childhood through the process of sharing and analysing individual experience based on certain concepts such as goodness, beauty, love, etc. Rules and standards are also important for value development. All people tend to seek values and their cognition (“When Values Change”, 1999). ‘The Dictionary of Psychology' explains that value attitudes as if determine all human works, the main patterns of behaviour, different actions or even a single act (The Dictionary of Psychology, 1993). The revision of modern scientific information sources maintains that little attention is paid to the aspect of fostering value-based relations with nature as not enough research in the field has been carried out. Also it is important to elaborate the most appropriate model of fostering value-based relations with nature. All these questions are mostly connected with science education process in comprehensive school. It is important to shift our attention from fact-based knowledge to value-based knowledge at all educational levels. Science education today should be much more value-based than many years ago. It can not be neutral. It must contain a spiritual dimension. Generally speaking, it is obvious, if we want to improve education of the young generation, the process of fostering value-based relations and sensual perception of nature should be devoted more attention.