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For decades, researchers in the social sciences and in education have sought to understand and map the factors that lead people to move (or to fail to move) from environmental knowledge to 'pro-environmental behaviour'. In this article, we explore some conceptual, epistemological, methodological and practical 'gaps' that seem to reproduce themselves in successive instantiations of this quest. The purpose of this article is to help build the critical perspective that comes with problematizing the very project of knowledge-behaviour modelling, identifying the positivistic residues still present in the enterprise, and suggesting that modelling may be more useful in domains of greater scale. Focusing on the 'Mind Gap' model developed by Kollmus and Agyeman (2002), we discuss the 'gap' between contemporary educational research and knowledge-behaviour modelling research that is the cumulative effect of (1) the critical thinking - 'behaviour change' gap; (2) the 'reflective practitioner - 'researcher as authority' gap; (3) the two literatures gap; (4) the conscious - non-conscious gap (tied to reason and habit in moral agency); (5) the direct action - indirect action gap (tied to privatizing environmental morality); (6) the gender gap; and (7) the internal - external gap (tied to ignoring the complexity of moral agency and cultural identity).
Courtenay-Hall et al. (Thu,) studied this question.