Outlines a procedure for scientists to use in public debate about environmental issues that can prevent the misuse of advisory information. (BR)

The author purports that the humanistic approach to environmental education is essential. Environmental problems arise because man is somewhere in the picture making use of an environment to maintain or improve his way of life, therefore, an environmental crisis is a crisis of the human spirit. The author cites many pieces of literature which…

Presents a viewpoint that the civilized man, the humane man, accepts not only the humane ethic but also the conservationist's philosophy and the environmentalist's point of view because all these views are overlapping, interlocking and essential to a better and more civilized world. (BR)

Describes an environmental education program which centers its study on a one-week river trip on the Mississippi, the purpose of which is to discover, through laboratory procedures and people concerned with the river, what its present condition is. (BR)

Cautions educators not to make field trips convergent experiences resulting in a one-world view but to allow students to raise introspective questions about their intimate relationship with the web of natural reciprocity. (BR)

Describes student involvement in an organization named S.T.O.P. whose prime purpose is to inform and involve the community in environmental concerns. Among projects described are paper recycling, beautification projects, radio announcements and establishment of an ecology library. (BR)

Presents an open ended list of delusions about population which are based on expansionist economics and contends that dispelling these delusions, and others, will allow us to come to grip with the population problem. Some of the delusions presented concern birth control, sharing the wealth, and energy shortages. (BR)

Describes how social issues arise and are formulated, reviews the scientific methodology that controls the formulation of problem areas, suggests definitions of environmental education, classifies the problems into four major areas and suggests three basic causes of environmental problems. (BR)

Describes a project using an interdisciplinary approach to environmental education in which students studied a broad-leaved woodland area and an area in the Great Swamp National Wildlife refuge. (BR)

Lists a series of thought questions to stimulate a student to undertake his own interdisciplinary exercises to correlate his learnings in his own way. The statements are designed to challenge the mind, in order to develop a personal framework on topics such as life, the meaning of man, and the evolution and bondage of social structure. (BR)

Describes an interdisciplinary approach to environmental education using a team teaching method involving science and social studies teachers. (BR)