| Abstract: | The article recognises the usefulness of the model advanced by Kollmuss and Agyeman (2002), but argues for the need to recognise that the key term 'pro-environmental behaviour' is problematic. Also, a further problem with the model lies in its failure to account adequately for the role of the researcher in determining criteria for pro-environmental behaviour which then become a basis for evaluating educational success. Using an approach developed originally within cultural anthropology, it is argued that the Kollmuss and Agyeman model might usefully also be considered with the directions of its arrows reversed, so accepting that the definitions of pro-environmental behaviour towards which individuals (and groups) are predisposed may impact upon their values, attitude, and so on. Such an approach enables the definitions towards which researchers themselves may be predisposed to be explored. |
