This study was undertaken to develop a taxonomy of conceptual objectives for use in planning programs of instruction related to environmental management (K-16) and to determine whether or not biases exist among persons representative of selected disciplines. Survey techniques to obtain and validate appropriate environmental management education concepts involved written questionnaires and personal interviews. Examination of 17 unacceptable concepts and the frequency of rejection of each provided little evidence to support any speculation of the existence of possible bias. The rating of the concepts does indicate an individual divergence of opinion and interpretation. Scholars from 40 professional areas and 12 ecological regions in the United States agreed on the majority of concepts to be emphasized in environmental management education. Topic organization represented a more useful structure of concepts than did the agrarian-focused conservation concepts and organizations existing in many public schools. (BB)