The article considers the problem of environmental education in the aspect of aesthetic perception of natural and artificial objects. It is noted that the formation and education of environmental awareness adequate to the needs of modern society is one of the most important and complex tasks. Two approaches to understanding the subject field of aesthetics, arising from the concepts of A. Baumgarten and G. Hegel, are analyzed. In light of global environmental threats, the relevance of A. Baumgarten's concept is stated. The conclusions are substantiated that the criteria for aesthetic evaluation of natural and technical objects in the context of the global environmental crisis follow from the principles of environmental feasibility and optimality. In this situation, only competent individuals and groups from among scientists, politicians, and public activists can be subjects of aesthetic examination and aesthetic education in the field of ecology. Both children and adults who exhibit immature environmental awareness and behavior act as the target and object of educational influence aimed at the aesthetic aspects of environmental awareness. Methods of such influence can be effective only if they correspond to the individual characteristics of those being educated. At the macro social level, these methods must combine coercion and encouragement, include mechanisms of public opinion, social prestige, and fashion.
For citation: Erofeeva K.L. Aesthetic aspects of ecological education, Ivanovo State University Bulletin, Series: Humanities, 2024, iss. 3, pp. 188—196.