Abstract
Abstract Environmental education of the population is an important part of environmental management. Environmental education is necessary not only for entities directly involved in the processes of nature protection (environmental performance) and in processes harmful to nature (use and processing of resources and waste management of industrial technical and agricultural production and domestic consumption of production products). It is necessary for all people, including as subjects included in different types of relationships and in various systems as direct participants in environmental protection measures and/or victims of natural disasters, as stakeholders and as representatives of indigenous cultures, etc. In Russia an exclusive doctrine has been established nature conservation: the leading role was played by states that determine the forms of protection and exploitation of natural resources, the development and compliance with environmental standards, and the requirements for environmental education of the population. Other model is in addition to the system of national parks and other protected areas, indigenous community protected areas are formed and developed. Thus, not only the doctrine of an isolating type (care of nature is the concern of the state, not of man) is popular here, but also the indigenous, participatory doctrine (“live on your land - study it and take care of it”). This model assumes a systemic, multi-level and multicomponent interaction of subjects of various types, relatively clearer than in the first case, ideas about personal, group and organizational responsibility in the field of nature protection. In the intermediate phase of the transition from one doctrine to another, there is an inclusive model. The basic principle is everyone cares about everything. In this case, the search for productive and effective management systems and the development of the ecological culture of individuals, groups and organizations is usually observed.