In their seminal 2002 paper, Kollmuss and Agyeman asked the important question ‘Why do people act environmentally and what are the barriers to pro-environmental behaviour?’ The article has had a remarkably high rate of readership, with 64,900 electronic views to date, and 16 years later, this question remains significant. But are environmental educators and researchers any closer to understanding why people engage in pro-environmental behaviour? For this special issue of the Australian Journal of Environmental Education and its focus on ecologising education, it is timely not only to re-explore but to (re)story the concepts of environmental knowledge, environmental awareness and pro-environmental behaviour, in order to generate fertile ground for the creation of new understandings and practices in environmental education. After considering relevant literature published between 2000 and 2018, this article offers an original framework for considering the complex, varied, and interconnected influences on the development of pro-environmental behaviour by (re)storying the development of pro-environmental behaviour through articulating it as a living forest.

中文翻译：

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十六年后仍然“注意差距”：（重新）讲述亲环境行为

在他们 2002 年的开创性论文中，Kollmuss 和 Agyeman 提出了一个重要问题：“人们为什么要采取环保行动，环保行为的障碍是什么？” 这篇文章的阅读率非常高，迄今为止有 64,900 次电子阅读，而 16 年后，这个问题仍然很重要。但是，环境教育者和研究人员是否更接近于理解人们为什么会从事环保行为呢？对于本期特刊澳大利亚环境教育杂志及其对生态化教育的关注，不仅重新探索而且（重新）讲述环境知识、环境意识和亲环境行为的概念是及时的，以便为创造新的理解和实践创造肥沃的土壤在环境教育中。在考虑了 2000 年至 2018 年间发表的相关文献后，本文提供了一个原始框架，通过将亲环境行为的发展表述为一个活生生的森林。