In this way, reason and emotions can be integrated with socially or ecologically beneficial behaviour at the individual, societal and political levels.
Even when integration between cognitive and affective domains is achieved, contradictory gaps may occur between knowledge, environmental care and action (Kollmuss and Agyeman 2002). However, there is evidence that environmental learning can influence attitudes and behaviour, particularly in informal contexts (Ballantyne and Packer 2005; Brody 2005). Lester et al. (2006) provide evidence that students with science knowledge can be more environmentally active than those with poorer knowledge, and activism increased as they gained more knowledge, hence the importance of an appropriate science education that is compatible with constructive postmodernism and supports environmental education