12th International Conference on Socio-economic and Environmental Issues in Development, 2020 At National Economics University, Hanoi, Vietnam
Status of Ecological Ethics of NEU’s Students
and Some Recommendations
Master Le Thi Hong Thuan: thuanlth.neu@gmail.com
Master Nguyen Thuy Linh: thuylinh.hg1988@gmail.com
Master Nguyen Thi Mai Lan: mailan78neu@gmail.com
Faculty of Political Theory, National Economics University, Hanoi, Vietnam
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Abstract: Students are a unique, quintessential social force in the youth class and a major force to complement the intellectuals. Students are also the main force contributing to the sustainable development of the country in the future. Ecological ethics of students have both immediate and long-term benefits, so it is considered to be the most effective, profound and lasting. In addition to professional qualifications and ethical qualities in general, ecological ethics in particular is one of the criteria to assess the capacity of students when they graduate and join the human resources for national development. Students of the National Economic University will become economists, business administrators in the future, directly participating in the process of industrialization and modernization of the country associated with sustainable development, so ecological ethics is even more necessary. This article focuses research on the status of the ecological ethics of NEU’s students in present about consciousness, standards, behavior, thereby giving some recommendations in order to improve more and more ecological ethics for students, the most important of which is due to the student themselves.
Keywords: ecological ethics, ecological ethics of students, students of national economic university.
1. Introduction
Ecological ethics concept and contents
Ecological ethics is a new term appears, has been a controversial issue, so far there is no unified conception. Each different tendency has a different interpretation and scope such as the moralism of living things, the ecological ethics of the West, the concept of the Heaven - Earth - Human unity of the East. Thus, there have existed many different ecological ethical views both in the West and in the East, showing different levels of society in each historical period. According to K. Marx and F. Engels, human beings must have a dual relationship, that is, to survive and develop, they must not only establish relationships between humans and nature but also must establish relationships between human. In the relationship between human and nature, it is necessary to create a harmonious and sustainable development for both human and the natural world - that is the ecological ethical relationship. It is not simple to have a complete definition of ecological ethics. According to author Vu Trong Dung:
Ecological ethics consists of a system of points of view, concepts, ideas, emotions, principles, rules, norms, etc. that regulate human behavior in the process of natural transformation and improvement, in order to serve human life, the existence and development of society in ecological conditions that still have special characteristics (Dung, Vu Trong, 2009).
Ecological ethics is formed during the time when human impact on the nature, taking from it the things necessary for their existence and development. This is a realistic process, which has occurred since humans separated from the animal world and continued according to the historical process, was carried out in the development and mutual replacement of specific economic - society forms. When the productive force develops, the relationship between human and nature also changed. That is reflected in the change from human's conception, affection, behavior towards nature. Moreover, how people treat nature depends on the nature of the social regime and on the dominant production relations.
However, the protection of nature is not limited to the direct relationship between human and nature, but also the relationship between humans. Therefore, ecological ethics is not only limited to the direct relationship between human and the natural environment, but also expressed in the relationship between humans. In the relationship between human and nature, ecological ethics require that to ensure their development, human must cherish, protect nature and respect biodiversity. However, in order to protect nature, human must adequately solve the socio-economic issues, the relationships between humans manifested at all levels: community, ethnic group and humanity in terms of economic development, transformation and using of clean technology, prevent war, protect peace ... related to ecological ethics.
Contents of ecological ethics of students
Ecological ethical consciousness
Ecological ethical consciousness is a field of dialectical relationship between nature - man and society. Ecological consciousness can be considered as “a person's self-conscious consciousness of the relationship between human, social and nature and the methods of consciously controlling those relationships to create a real harmony between society and nature, creat conditions for long-term development of society” (Tram, Pham Thi Ngoc, 1997). The ecological ethical consciousness of students includes a sense of truth (rightness), kind (goodness), fine (beauty) and will practice a culturally conductive lifestyle towards nature. The consciousness of ecological ethics includes the knowledge, affection, beliefs and wills.
Ecological ethical knowledges: This is the basic and core element, the mode of existence of ecological ethics. It is the understanding of the good, evil, beauty, ugliness; the right and wrong way of dealing with nature. Only nature can provide man with all that necessary material. The relationship between man and nature is an organic, close relationship. Students need to be aware of their position and role in relation to nature. Only when students understand the true values of the natural environment in their lives, then they will not use natural resources in an arbitrary, wasteful, pragmatic manner but follow the rules of nature.
Ecological ethical emotions: It is an essential character of human in general and ethical character in particular. This is a delicate field of the human soul. Emotions of ecological ethics are generated in specific, extremely rich and diverse situations of social ethical life and in the communication and behavior between human and nature. Ecological ethical emotions is a student's emotional attitude towards their own and others behavior in relation to nature, express their feelings, vibrations before the beauty and value of nature. Therefore, ecological ethics is not only a student's perceived state with nature, but also the capacity of consciousness in the exploitation, using and protection of the natural world for human life.
Ecological ethics belief: This is one of the factors determine the ecological ethical behavior of students, is the basis for revealing ecological ethical qualities such as: resolute action to fight against back to the bad habits of their and others behavior to the nature. In the ecological ethics of students, belief has a huge role because when there is faith in nature, students will be more active, more direct, trust in their own cognitive abilities, and make the right decisions for each of their behaviors toward nature.
Ecological ethical will: It can be said that all students' behavior towards nature comes from the ecological ethical emotions of students. Without ecological ethical emotion, it is difficult for students to have the will and conduct ecological ethical behavior. Ecological ethical emotions are created by ecological ethical will and they are closely related. If the ecological ethical will is right, it will pave the way for the right ecological ethical behavior, the deep ecological ethical emotions will be the manifestation of the sharp ecological ethical will. When having an ecological ethical will, students will be determined not to act that harm the natural environment and will resolutely fight to prevent activities of exploiting forests, minerals and land, animals and plants cause crisis and environmental pollution.
Ecological ethical standards
Ecological ethical standards are the ones that meet social development requirements, create the good character of each human and humanity. Therefore, it has been evaluated, acknowledged and generalized into ecological ethical models for people to self-consider, self-assess and adjust their own behaviors to respond general requirements of social ecological ethics. The ecological ethical standards govern and determine the behavior of students, it suggests, telling students what to avoid in dealing with the natural world.
Ecological ethical standards and behaviors of students depend on students' level of awareness about the natural world (ecological ethical consciousness, conception, emotions, etc.) and also depend on the interest relationship (ecological ethics) of students in relation to nature.
Some basic ecological ethical standards for students can be drawn as follows: Saving in consumption, voluntarily complying with the requirements of environmental protection in consumer activities; Respecting, protecting of life and biodiversity; Actively in propaganda about environmental protection, educating and mobilizing all social forces to participate in environmental protection.
Ecological ethical behavior
Ecological ethical behavior is the highest manifestation of ecological ethics, which is the synthesis of all the constituent elements of ecological ethics. Ecological ethical behavior is understood as an act of self-discipline motivated by an internal motive that means ecological ethics. They are often expressed in the behavior of students towards the natural world, in the ecological and cultural lifestyle of students, it should be reflected in the practice of ecological ethics in their daily activities. Ecological ethical gestures and acts are always rooted in pure emotions, not because of the selfish, trivial calculation of individual students.
Students who have ecological ethics often do good things such as preserving, cherishing, using natural resources effectively and economically, because that is the impulse from the bottom of their hearts to the desire to make their relationship and nature become better and better.
Literature reviews
There are many papers on ecological ethics. Some typical papers such as "Ecological ethics from theory to practice"; "The problem building ecological ethics in condition of the market economic" by Pham Thi Ngoc Tram; "Ecological ethics - issue that need attention" by Tran Sy Phan; "Some theoretical issues about environmental ethics" by Vu Dung. Directly related to ecological ethics is the article "On environmental ethics" by Ho Si Quy. The Japanese researcher Tomnobu Imamichi has the article "The concept of ecological ethics and the development of ethics ideology", the translator Nguyen Thi Lan Huong.
The research paper has focused on clarifying the concept of ecological ethics, the constituent elements of ecological ethics, the factors affecting the ecological ethics in general. Although there are still different notions about the concept of ecological ethics, these works are generally united in the assumption that ecological ethics is formed in the process of human impact on nature, it is a system of views, concepts, thoughts, feelings, principles, rules, norms ... regulating and adjusting human behavior in the process of natural gender transformation to serve the human life, ensuring the development of both human beings and the natural world.
Ecological ethics is formed and developed mainly by two paths: spontaneity and self-awareness through education. In recent years, the study of ecological ethical education has attracted by many researchers. Among the works related to this issue, there are some typical projects such as: "Ecological ethics and ecological ethical education for key officials at district level in the northern provinces in our country today”, Ministry-level scientific project in 2003-2004, Ho Chi Minh National Political Academy; "Ecological ethicaleducation for key officials" by Le Binh (Journal of Party Construction, No.7, 2005); "Educating ecological ethics and building a cultural environment in the twenty-first century schedule" by author Do Huy (Political Theory Journal, No.2, 2007) ...
The above works all affirmed the goal of ecological ethical education, the need to educate ecological ethics in the present conditions, to show what is the content of ecological ethical education, the status of ecological ethical education and how to educate ecological ethics most effectively.
Recently, researching on ecological ethics in students has attracted more attention of researchers, including the National Conference on "Environmental Education in Schools", Research Center Natural Resources and Environment with Hanoi National University to coordinate implementation; In particular, in 2009, the National Political Publishing House published a monograph "Ecological Ethics and Ecological Ethical Education" by Vu Trong Dung. More concretely, some works focused on studying the ethical education in specific scope and subjects such as: master’s thesis in Philosophy "Environmental ethical education for students of Resource and Environment College of Central in current”(2014) by Mai Thi Thu Hang; Master's thesis in Philosophy "The issue of ecological ethical education for students in colleges and universities in Hung Yen in the current period" (2013) by Nguyen Cong Cuong, University of Social Sciences and Humanities, Hanoi National University.
In the above works, the authors also assessed the situation, analyzed achievements, limitations in ecological ethics of students in Vietnam today. With evidence of serious environmental degradation in many urban areas, cities, craft villages, rivers, and coastal areas, the authors have shown weaknesses in ecological ethics and ecological ethical education in schools. The solutions to improve ecological ethics proposed by the authors are quite comprehensive and feasible; based on relatively focused theoretical research, based on fairly comprehensive assessments and international experience references ... The above mentioned ecological ethical researches achievements have the scope of research at the social level, national level. Only in certain specific cases, ecological ethics in schools were mentioned as an example.
In the current situation, facing climate change is increasingly unfavorable for humans, ecological ethical education becomes inevitable, is the educational objects of many ages, including students. However, the issue of ecological ethics of students in current has not been specifically studied, especially ecological ethics of NEU’s students.
2. Method
The authors use some basic methods in research such as analysis, synthesis to clarify the theoretical and practical basis of ecological ethics of NEU’s students today.
Based on the theoretical framework of ecological ethics identified above, especially on the contents of ecological ethics, the authors designed a survey form for National Economics University students from Courses 58 to 61.
The ecological ethical criteria for this survey form were developed by the authors based on the ecological ethical theory framework. The questionnaire is designed according to the level from 1 to 5. Students who answer the questionnaire will give points for assessing the ecological ethical status of NEU’s students in 5 levels: with level 1, completely disagree ; with level 2 is disagree; with level 3 is no idea; with level 4 is agreed; with level 5 is completely agree.
The number of students surveyed in courses is 329. The time of the survey was from May 2019 to September 2019. From May to June, 2019, taking surveys for students of courses 58, 59 and 60. In September, 2019, taking surveys for students of class 61.
3. Results
The status of ecological ethical awareness
The awareness of ecological ethics is considered the first factor that helps shape ecological ethics, the formation of the right ethical consciousness will help create the right ethical standards and ethical behavior. Ecological ethics consciousness includes elements: knowledge, emotion, beliefs and will.
About ecological ethical knowledge: The survey results show that most students of the National Economics University have correct ecological ethical knowledge. This is reflected in students' awareness of the role of the ecological environment to human life, the relationship between human beings and the natural world, and the human impacts on nature. Up to 98% of the students surveyed said that the ecological environment is very important to human life. The right awareness is the most prerequisite for establishing the right behavior. With a clear awareness of the importance of the ecological environment, the majority of students have right awareness of the relationship between humans and the natural world. The human is part of the natural world and he must live in harmony with nature and cannot give himself the privilege of dominating the natural world. Having 57% of the students said that human do not have the right to dominate the natural world. And up to 91.4% of students think that human and nature have a harmonious relationship, interacting with each other.
Students also realized that human impacts are factors that cause negative changes in the ecological environment, in which the objective impact of economic development activities has destroyed the ecological environment, but most importantly due to human consciousness. Having 84.4% of students agree or strongly agree with the view that the ecological environment is destroyed mainly due to human consciousness. It is human activities that have devastated the natural world, caused negative natural changes, and want to protect the ecological environment must also start from the human consciousness.
However, besides the majority of students who have true ecological ethical knowledge, there is still a small part of students have not really accurate perceptions. Some students still believe that humans have the privilege to dominate the natural world (16.2%) without realizing that humans are only part of the natural world and must live in harmony with the natural world. Some students were still not aware of the role of human self-consciousness in affecting the ecological environment, up to 12.5% had no idea when asked about the environmental issues. The state of destruction is due to human consciousness. Many students realize that protecting the environment is a necessary but consider it a macroeconomic work, a duty of the government, of large organizations without being aware that big changes must start from small actions of ourselves. If each of us does not voluntarily change our daily routines, do not join to save our common home, the earth will be destroyed.
About ecological ethical emotion: Emotion is a delicate field of the human soul. The love of the ecological ethics expresses the students' emotional attitude towards their own behavior and the behavior of others in their relationship to nature, expressing their feelings and vibrations in front of natural beauty. The survey results showed that the majority of students love the natural beauty that has not been rehabilitated (75.6%), and most students also love animals, or plants of the natural world (81.1%). However, when asked about the "delicate" part of each person's soul, there is still a part of students who are not fully aware of their own feelings: 20.1% of students have no idea about the opinion "You are a lover of the natural beauty that has not been renovated by humans"; in the opinion that "you are a lover of the natural beauty that has been renovated by humans" is 41.2%; and in the opinion that "you are an animal and plant lover" is 13.1%.
(Source: The authors synthesized from the survey results)
Figure 4.1: Survey results about students' ecological ethical emotion
About ecological ethical beliefs: From the right knowledge to the right emotions will form the right beliefs. And ecological ethical beliefs are the factors that determine the ecological ethical behavior of students. The survey results show that the majority of students believe that their own actions will help protect the environment, this belief is really "strong" when 48.5% fully agree, and 36.9% agreed with the statement that "you believe your actions can contribute to the protection of the natural environment". While most students believe that their own actions will help protect the natural environment, beliefs with common awareness and actions that human will change to protect their own environment is somewhat wavering. When asked about their comments: "You believe that human will change to protect their own environment" with 22.6% no idieas, 8.2% disagree and fully disagree. In fact, the change of an entire community, a nation, or the change of all humanity starts from the change of each individual. Students' beliefs about contributing to their own actions to protect the natural environment will create spillover, make a bigger change, not only on campus. However, to create that spread, it also needs confidence and determination in drawing people to participate in environmental protection. And apparently, the belief that "I can call and attract people to participate in environmental protection" is not really strong.
In fact, the change of an entire community, a nation, or the change of all humanity starts from the change of each individual. Students' beliefs about contributing to their own actions to protect the natural environment will create spillover, make a bigger change, not only in schools. However, to create that spread, it also needs confidence and consistency in attracting people to participate in environmental protection. And apparently, the belief that "I can call on and involve people in environmental protection" is not really strong.
(Source: The authors synthesized from the survey results)
Figure 4.2: Survey results about students' ecological ethical beliefs
About ecological ethics will: Ecological ethical will is a factor that helps students overcome all difficulties and determination to prevent activities that harm the ecological environment. The majority of students are determined not to commit acts that harm the natural environment (73.2%); and within their ability, students are also determined to prevent behaviors harmful to the natural environment (74.4%). Besides students are active in preventing behaviors that cause harm to the environment, still having a part of the students showed indifference, hesitant when between 22% and 38% of the students asked did not express their views on this issue.
The status of ecological ethical standards
Ecological ethical standards represent a measure of each person's ethical and ecological behavior. As with ethical standards in general, ecological ethical standards are expressed in many levels and forms. For students it is manifested in very basic issues such as saving in resource consumption, respecting and protecting biodiversity, actively promoting environmental protection ...
The survey results show that the majority of students are conscious of saving and practicing saving resources in daily activities (75%), the number of students not aware of saving resources resources for only a very small portion (4%). Students also changed their daily lifestyle when consciously choosing green consumer products, towards sustainable consumption. The students also paid attention to and implemented restrictions on plastic waste.
In ecological ethical standards, respecting for, protection of life and biodiversity is a core content. For students, respecting for biodiversity is evident in the protection of plant and animal species, condemning the hunting and using of rare plants and animals. The majority of students oppose the use of products from rare plants and animals (85.7%), only a small percentage of students (4.6%) did not oppose the use of rare animal and plant products; and 9.8% did not comment on this issue.
The ecological ethical standards also show in the positive of students participating in propaganda about environmental protection, educating and involving people to participate in environmental protection. About 51.5% of the students surveyed participated in the campaign to protect the environment, the majority of which participated in the movement was due to their own needs, not the requirements of the groups such as Youth Union, or Student Association. This clearly shows that students have been proactively and actively participating in the propaganda about environmental protection voluntarily, have been aware of the importance of propaganda about environmental protection. The propaganda on environmental protection is carried out regularly by students, and the object of the propaganda is also family, friends and relatives: About 70.8% of the students surveyed confirmed that they have propagated their knowledge about environmental protection to friends and family. However, the surveyed results show that the rate of students participating in propaganda about environmental protection is not high, especially, the number of students who have unclear views, showing the indifference is quite high (39% have no opinion when asked about participating in environmental protection activities).
(Source: The authors synthesized from the survey results)
Figure 4.3: Survey results about students' ecological ethical standards
The status of ecological ethical behavior
Consciousness and norms of ecological ethics must be expressed in concrete actions (ecological ethical behavior) to bring real benefits to society. The ecological ethical behavior of students is manifested in students' conduct towards the natural world, in the ecological and cultural lifestyle of students. Ethical behavior is manifested in very specific and daily problems of life such as throwing waste in the right place or strictly abiding by the regulations on environmental protection. Most of the students have behaved rightly and are very aware of their behavior.
The survey results showed that 89.7% of students always throw waste in the right place, 91.8% always obey the regulations on environmental protection. Only a small proportion of students still behave improperly. Students also actively participated in cleaning indiscriminately discarded garbage in their places of residence, study and travel. These actions are all self-conscious actions, derived from the awareness and needs of the individual, it shows the responsibility of young people with their own lives and the future of humanity. Not only regulating their own behavior, the students also actively reminded to correct the wrong behavior of their friends. About 79.8% of students say they always remind their friends when throw garbage in the wrong place. It is these seemingly small actions that will create a strong spread so that gradually change the behavior of a whole generation.
(Source: The authors synthesized from the survey results)
Figure 4.4: Survey results about students' ecological ethical behavior
The change in student's lifestyle is clearly shown when the majority of students actively choose environmentally friendly products (85.4%), voluntarily restrict the use of products harmful to ecological environment (77.1%).
However, the study on environmental protection has not been really interested by the students, up to 31.7% of students asked did not comment on this issue.
Students also actively participated in environmental protection movements and propaganda on environmental protection organized by Youth Union, Student Association, or participated in non-profit organizations' programs. The Student Association organized a 360 environment club. The club is home to many students who are conscious of protecting the environment. At the same time, this is also a place that causes many changes in students' perceptions and actions, drawing more and more students to participate in environmental protection activities. This creates dramatic changes in students' perceptions and actions as environmental protection movements become more and more popular and practical in life. Students have been conscious of changing from the smallest actions such as actively carrying water bottles to use many times instead of using plastic bottled water ...
However, there are still many students, although they are aware that their behaviors can harm the ecological environment but still have not actively changed their own behaviors. For example, the use of disposable plastic products, they all know that disposable plastic products such as bottled water, plastic cups, plastic straws, plastic bags... are very difficult to decompose products and cause terrible harm to the environment, but students still use these products daily as a bad habit that is hard to quit. The shops, service areas on the campus are still widespread use of disposable plastic products. This requires a drastic change in awareness from the students, as well as from the university to have stricter regulations on the use of disposable plastic products.
4. Discussion and Conclusion
The cause of the situation
The cause of the advantages: The first is derived from the Party's guidelines and policies, the State's legal policies and the social concept of ecological ethics. The second is the policy of NEU and the activities of socio-political organizations such as Youth Union or Student Association. The third is from the student's own perspective on ecological ethics.
The cause of the limitations: Firstly, there has been no proper attention of the Government and other ministries on ecological ethics education for students. Secondly, the school does not really care about the ecological ethics of students; activities of Youth Union and Student Association in propagating and organizing to students participate in environmental protection activities have not been really effective. Thirdly, due to the content of the program, curriculum, and methods of ecological ethics education for students of the National Economics University. Fourthly, due to the students' self-awareness is not high.
Some recommendations to improve the ecological ethics of National Economics University students
Further enhance the awareness and responsibility of the school towards the ecological ethics of the National Economics University students
For the school leadership: The school should promulgate specific regulations on ecological ethics practices in schools. Although there have been some regulations on protecting the school ecological environment, these regulations are quite general and limited. A set of standards should be developed for the practice of saving resources and protecting the ecological environment in the school while building a code of student conduct as well as developing a university cultural standard for the whole officials and lecturers. These regulations must be aimed at both lecturers and students. Regulations on ecological ethics practices must be closely linked to the inspection and supervision regime to ensure that the regulations are properly implemented.
On the side of mass organizations: Organizing clubs on environmental protection, propaganda teams such as environmental 360 degrees clubs with exciting and practical activities to attract students to participate. At the same time, participating in propaganda, advocacy and persuading local people to change behavior and living habits harmful to the environment. Organizing emulation movements among the federation of schools in the field of environmental protection. Thereby, building and scaling up models of environmental protection. In particular, with NEU’s students, Youth Union, Student Association need to support and encourage entrepreneurship ideas, start-up and career models of students associated with environmental protection, building up Green economy model.
Fostering teaching staff about ecological ethical education from different subjects
In order to make ecological ethical education for students in accordance with current practical conditions, we need to foster lecturers of the subjects with integrated environmental education, especially ethics teachers, thereby supplementing them with more knowledge about ecological ethics. Creating a change in the awareness of lecturers about ecological ethics and ecological ethical education for students must be considered as the first decision stage. Just like that, the introduction of content, the program of ecological ethical education into colleges, universities and education for students in a basic and systematic way is practicable.
The school should encourage and create favorable conditions for lecturers to be trained to improve their foreign language and IT skills to meet the requirements of ecological ethical education for students. To complement the teaching of lively and attractive lecturers, it is also necessary to enhance the fostering of practical experience for lecturers. Because only on the basis of rich and diverse practical experience, lecturers can have lively, attractive lectures with high results. Every subject needs to be tied to practice, but ethical ecological education for students needs to pay more attention to practicality, especially local practices, according to the motto of "global thinking, action local".
Regularly paying attention to the lecturers of study subjects, visiting fieldwork in localities, trade villages, factories, enterprises, cultural and historical relics...; At the same time, it is necessary to recruit and supplement qualified officials who have gone through practical work as a lecturer. In fact, in Vietnam today, because there is no subject of ecological ethics, it is not possible to train and foster experts who teach about ecological ethics. Therefore, in the immediate future, it is necessary to foster lecturers who teach subjects related to ecological ethical education such as lecturers of environment, geography, philosophy, revolutionary ways of the Communist Party of Vietnam, general laws, etc., in order to improve their professional qualifications, update their ecological ethics and occupational skills
Innovating contents and diversification methods of ecological ethical education
Regarding the content and program of ecological ethical education: Through practical research at the National Economics University in particular and universities and colleges across the country in general, there is no ecological ethics subject in the training program. Ecological ethical education is integrated into other subjects in a cross-disciplinary spirit. However, in order to eco-ethical education for students to be effective in these subjects as well as to meet the educational development strategy in a systematic manner, it is necessary to develop ecological ethical education program and content suitable for students.
The content and program of ecological ethical education are detailed, specific, systematic and continuous in the curriculum. In Vietnam, besides the curriculum issued by the State, in colleges and universities there are internal curricula prepared by the faculties, subjects to serve teaching in accordance with the different training forms.
However, the reality in our country today can’t have an independent curriculum on ethics ecology. The development of contents, programs and methods of ecological ethical education need to be added to the educational levels, from the preschool level, especially the college and university level. However, in each different specialty, there must be practical and appropriate program content. In the immediate future, it is necessary to develop contents and programs of ecological ethical education with a reasonable duration, basic and necessary knowledge, and integrate it into other subjects suitable to the reality of education in our country today. Can integrate according to the level: whole, part and contact depending on each subject accordingly.
About the method of ecological ethical education: To really stimulate the creative potential of students in ecological ethics learning, it is necessary to pay attention to teaching methods, step by step improve teaching and learning methods towards modernization, moving from the transmission of scientific information to organizing awareness and teaching processes that not only provide or "cram" information, but also direct and guide students to find new and expanded information, self-formed and developed their skills and techniques in accordance with the new situation today. The information explosion, the strong development of the media and the science - technology and educational methods must be transformed from announcement - transmission to teaching students to self-study methodically.
Focusing on continuous innovation and modernization of ecological ethical education methods. However, it is important to go through learning to practice, which means practicing in the educational environment and real life, focusing on practical operation methods, experiential learning methods.
Diversifying forms of ecological ethical education for students: Ecological ethics of students are expressed through lifestyle and actions and must be based on the self-awareness of each student. This self-awareness has been initiated, constantly developed and strengthened through various forms of ecological ethical education, from family to school and social education. Therefore, in order to improve the effectiveness of ecological ethical education for students we need to pay attention to some basic forms of education as follows: through different subjects in the school; through the forms of scientific research to carry out exercises, essays, research topics related to the environmental field; through extracurricular activities, sightseeing; combine family, school and society in ecological ethical education for students; through the Youth Union and Student Association; through the mass media.
Promoting students' active, positive and creative roles in self-improvement of ecological ethics
Raising awareness of students about the role of self-study and self-discipline in ecological ethics: In order to have a transition from ecological ethics knowledge, ecological ecological emotions, ecological ethical will into ecological ethical behavior, which requires students to take the initiative in self-study. Self-study of students is an important part of the education and training process. That is the core element of learning activity, the internal force that determines the quality of learning. At the same time, it is also a requirement of cognitive development and ethical virtue training according to the defined training model.
Developing a plan and strictly implement the plan of self-study, self-improvement to improve ecological ethics: In order for the study to be effective, students need to develop a scientific study plan. In order to develop a self-study and self-training plan, each student needs to be self-aware based on their own work, thereby actively allocating time for self-study and self-training reasonably. Students must have learning, research plan in a scientific way, knowing the right combination of study and practice, research and rest accordingly. Students' learning tasks are completed only when they know how to translate the defined plan into specific tasks.
Linking self-learning, self-discipline with ecological ethics with the implementation and solving problems posed by practice: The process of learning and self-training of students only really achieve high efficiency when students know how to associate learning with practice, theoretical learning must be compared with reality. This is the process of turning what is learned, perceived into reality, and the actual implementation of activities in selected ways, which shows the "ego" characteristic of individual students in learning.
5. References
1. Dung, Vu Trong, (2009), Ecological ethics and ecological ethical education, Hanoi, Vietnam, National Politics Publishing House, pp.77.
2. Tram, Pham Thi Ngoc, (1997), Ecological environment: Problems and solutions, Hanoi, Vietnam, National Politics Publishing House, pp.121.