**3. Results**

The first part of this paper is about the theories of the types of knowledge [3] and the relationships between power and knowledge use [4]. The number of school gardens has grown steadily in recent decades, previously created and managed by enthusiastic teachers and their pedagogical allies following the ethos of scientific knowledge [5], with emphasis on the importance and pedagogical usefulness of traditional, local, tacit knowledge [6,7]. The School Garden movement was later founded, which is also supported by the President of the Republic's Blue Planet Foundation, the Ministry of Agriculture, and the Chamber of Agriculture, along with other organizations such as churches. Sponsors also provide

**Citation:** Kovách, I.; Megyesi, B. Knowledge Use and Environmental Education in Hungarian School Gardens. *Environ. Sci. Proc.* **2022**, *14*, 14. https://doi.org/10.3390/ environsciproc2022014014

Academic Editors: Pedro Reis, Marie-Christine Knippels, Audrone˙ Telesiene, Daphne Goldman, Demetra Paraskeva-Hadjichambi, Jan Cincera and Kateˇrina Janˇcaˇríková

Published: 10 March 2022

**Publisher's Note:** MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

financial resources, and this has been accompanied by a gradual advance in managerial knowledge of the project class [8].

### **4. Discussion**

The second part of this paper presents the case studies and the processes that are important for educating for environmental citizenship: through examples, children learn about environmental responsibility and healthy food, and show how the knowledge gained in SE classes can be turned into a real experience.

#### **5. Conclusions**

The third part of this paper concludes the analyses on forms of knowledge used in school garden practices, showing the direction in which this version of non-formal education has changed with the involvement of state, ministerial and foundation supporters, and the power and interest aspirations lined up alongside the original motivations.

Boldizsár Megyesi is supported by the Bolyai János Post-doctoral stipendium and the ÚNKP 2020-XX-5.

**Author Contributions:** Conceptualization, I.K. and B.M.; methodology, I.K. and B.M.; validation, I.K. and B.M.; formal analysis, I.K. and B.M.; investigation, I.K. and B.M.; resources, I.K. and B.M.; writing—original draft preparation, I.K. and B.M.; writing—review and editing, I.K. and B.M. All authors have read and agreed to the published version of the manuscript.

**Institutional Review Board Statement:** Not applicable.

**Informed Consent Statement:** Not applicable.

**Data Availability Statement:** Not applicable.

**Conflicts of Interest:** The authors declare no conflict of interest.

