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Copyright of Slavonic Pedagogical Studies Journal is the property of Slovenska Vzdelavacia a Obstaravacia s.r.o. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Ecologiae et Bioethicae is the property of Uniwerystet Kardynala Stefana Wyznskiege w Warzawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of topics related to the idea of sustainable development, ecology and the climate crisis is increasingly supported by Polish educators, psychologists and therapists. At the same time, forest kindergartens as well as various grassroots initiatives based on the methodology of outdoor education are developing in Poland. The long-term achievements of practitioners - most often employees of the State Forests - for whom the forest education of the society has been one of the priorities since the early 1990s, deserves special appreciation (Wierzbicka and Czołnik 2022). In 2021, Forest Pedagogy was initiated in Poland as an interdisciplinary problem area, aspiring to a scientific sub-discipline (Paluch and Klimski 2022). The first contacts between foresters and educators gave rise to the question: Can the forest become a real “pedagogical medium” (Rykowski 2022), understood as an educational environment? What became clear was the problem of the similarity of the forest monoculture (management forests dominating in Poland) to the educational monoculture of the school and academic classroom system. Each monoculture is created with the view of matching the production demand for relatively identical objects – on the one hand, these can be trees “for boards”, but on the other hand, young people subjected to a systemic process of “labour force allocation” (Parsons 1969), serving the development of consumer attitudes. In both cases, the goal is to accelerate production, artificially stimulated competition, preventing the attainment of full maturity, or replicating an unambiguous and one-dimensional picture of the world. A symbolic illustration of the last phenomenon are the findings of a qualitative pilot study in which two groups of students completing a Forest Pedagogy course were asked to design a forest kindergarten. As it turned out, the respondents most often drew ordered elements of the urban playground infrastructure: swings, slides and sandboxes, in the vicinity of the building of the local kindergarten, which dominated the drawing. What is particularly poignant, in the analysed drawings the forest was only a symbolic background.

Copyright of Postscriptum Polonistyczne is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Family Upbringing / Wychowanie w Rodzinie is the property of Family Upbringing Editorial Board / Redakcja czasopisma Wychowanie w Rodzinie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Currently, elementary education teachers and tutors in Slovakia express massive interest in collaboration with forest pedagogues. This collaboration focuses on fulfilling educational standards and meeting educational objectives tight to the topics of the forest environment. These are mainly the topics from the subjects of Human and nature, Human and society, Human and the world of labour. The object of the research was teachers' opinions on collaboration with forest pedagogues and the impact of forest pedagogy on the educational process.

Copyright of Acta Silvae et Ligni is the property of Biotechnical Faculty, Slovenian Forestry Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper presents forest pedagogy (FP) as a part of environmental training and education in Slovakia. There are mentioned three stages of its development here: start-up, intensive development, and cross-sectoral cooperation. The start-up is characterized by introduction of the FP for forest owners and managers. Intensive development of FP is characterized by the cooperation of forest organizations in this area, development of FP strategy, and intensive foreign cooperation. Th e FP has been accepted by all relevant forestry entities as a suitable PR communication tool, and as a consequence, 385 forest pedagogues were educated. Within the cross-sectoral cooperation, intensive collaboration with the Ministry of Education has begun, and it is aimed at the education of pedagogical staff in the field of environmental education. The third stage includes also cooperation with the Ministry of Environment in the area of creating a functional system of environmental education in Slovakia. A significant stimulus in cross-sectoral cooperation is the implementation of a research project “Forest pedagogy and education for sustainable development in pre-primary and primary education”, coordinated by the University of Constantine the Philosopher in Nitra. For the further development of FP in Slovakia it is necessary to ensure its permanent and multi-source financing and intensify the cross-sectoral and foreign cooperation. [ABSTRACT FROM AUTHOR]

The research paper shows primary education teachers' opinions on the content of elementary realia subjects, more specifically of the subject Elementary Realia for the 1st and 2nd grade of primary schools, which emphasizes topics related to forest environment and environmental protection. Theoretical outcomes of the study are rooted in attempts of anchoring the content of the syllabus for this subject in standardized documents, hence in the Syllabus in the National Education Program, while highlighting the ever-changing content and formal instability of this subject. Due to these reasons, we were observing how primary education teachers perceive the content of this subject. We were evaluating what subjective characteristics teachers assign to natural science topics, that are related to forest environment and environmental protection. [ABSTRACT FROM AUTHOR]

Foresters face new and evolving challenges as society reconsiders the balance of its interests between wood production and the provision of ecosystem services in the management of forests. Whatever paths this process may take, sound and broad-based decisions will continue to require accurate and relevant measurements of current forest conditions and projections of future conditions under alternative management programs. Forest measurements and biometrics (FMB) will remain a key component of future forest management and a critical element in the education of future forest managers. As professors who both teach and do research in FMB, we offer teaching goals that we believe will improve FMB education in forestry schools to meet future needs. In this article, we outline teaching goals for university-level instruction in forest resources curricula and the roles of FMB in modern forestry. We then identify what we feel are the most critical challenges in teaching and learning FMB and discuss selected strategies to meet teaching objectives for FMB. A fourth section presents an overview of how selected strategies can be integrated into FMB classes, including examples and comments on the role that new technology might play in meeting the aforementioned challenges. The final section summarizes our main points and provides concluding remarks. [ABSTRACT FROM AUTHOR]

Arne Næss considered nature the best source of knowledge and regarded the economists as morally responsible for the ecological crisis. Therefore, this research focused on students of economic fields at the university level. The experimental group (n = 236) led by a teacher-as-researcher completed a Business Economic course by forest workshops for one semester because the sustainability principles can be very well explained and observed on examples of forest fauna and flora and then applied in managerial practice. Many similarities were found between forest and business principles (optimal growth rate, teamwork, cooperation models, parasitism). This paper aimed to identify if students' proficiency in applying sustainable mindset from a forest ecosystem to practice increased. The achievement test compared outcomes of the experimental and control group (n = 190) of students. Based on statistical testing, it can be stated that the experimental intervention led to better results compared to the control group. For issues in which no suitable parallel with the forest ecosystem was found and were therefore explained according to the textbook, group (E) did not perform better than group (C). The methodology is based on qualitative and quantitative research, a mixed-methods approach. [ABSTRACT FROM AUTHOR]

Sensory analysis is unusual in sustainability research, although it can offer a neoteric aspect of nature and wild animals' perception. The study's objective was to identify consumers' attitudes towards plant and animal products from wild and conventional foods and put these findings into a broader social context. A blind sensory evaluation with 80 semi-trained assessors was used, segmented by gender, age, education, income, place of origin, family status, number of children, and willingness to pay. Wild boar (Sus scrofa) was chosen as an example of an overpopulated animal species occurring in the wild, which could be considered a partial substitute for pork. Statistical testing in these blind evaluations proved that wild boar meat is not considered less tasty. Therefore, wild boar meat could represent a partial substitute, complementing pork, on which consumers are willing to spend the same amount of money. Despite the mostly indifferent sensory evaluation, focus group responses showed considerable barriers to wild food. This paper concludes that possible educational and popularizing procedures are presented, including forest pedagogy, eliminating consumers' prejudices. A mixed-methods approach within quantitative and qualitative methodology was chosen. [ABSTRACT FROM AUTHOR]

This paper evaluates the impact of the forest environment on aggressive manifestations in adolescents. A remedial educative programme was performed with 68 teenagers from institutions with substitute social care with diagnoses F 30.0 (affective disorders) and F 91.0 (family-related behavioural disorders), aged 12-16 years. Adolescents observed patterns of prosocial behaviour in forest animals (wolves, wild boars, deer, bees, ants, squirrels and birds), based on the fact that processes and interactions in nature are analogous to proceedings and bonds in human society. The methodology is based on qualitative and quantitative research. Projective tests (Rorschach Test, Hand Test, Thematic Apperception Test) were used as a diagnostic tool for aggressive manifestations before and after forest therapies based on Shinrin-yoku, wilderness therapy, observational learning and forest pedagogy. Probands underwent 16 therapies lasting for two hours each. The experimental intervention has a statistically significant effect on the decreased final values relating to psychopathology, irritability, restlessness, emotional instability, egocentrism, relativity, and negativism. Forest animals demonstrated to these adolescents ways of communication, cooperation, adaptability, and care for others, i.e., characteristics without which no community can work.