In 2003 John Fien presented an argument for environmental education to encompass deep and wide caring for human and nonhuman nature (Fien, 2003). His philosophical discussion of care outlined work by Nel Noddings (1984; 1992). In this paper I continue that project by indicating how Noddings' work provides signposts for environmental educators to…

Faced with the paradox of a large global increase in conservation reserves and a simultaneous global decrease in actual effective protection for biodiversity, conservation scientists and policymakers are questioning established conservation theory and practice. I argue that the fundamental premises, the foundational myths, for Western-style…

For many children across the globe, whether in low or high income nations, growing up in the 21st century will mean living in overcrowded, unsafe and polluted environments which provide limited opportunity for natural play and environmental learning. Yet Agenda 21, the Habitat Agenda and the United Nations Convention on the Rights of the Child…

Urges that leisure-oriented programs which focus on the outdoors be based on an environmental ethic that guarantees the protection of the natural environment. Proposes that the good of the total community takes precedence over the needs of individual members (including humans). Ethical dilemmas and educational implications are reviewed. (ML)

Offers schools, state, and regional authorities a list of suggested priorities for environmental education programs. Recommends that adoption and/or adaptation of the itemized priorities can assist schools in the design, development, and implementation of each school's own particular program and policy. (ML)

Reviews and integrates several concepts and perspectives challenging society's attitudes towards the environment, for example, ecophilosophy, holism, having vs. being mode, yang vs. yin, the Gaia hypothesis, deep ecology, transformationalism, synergy, future scenarios, conservation strategies, and political literacy. Concludes that living in…

Examines the tensions between the development of a holistic understanding of the diverse relations linking people and environments and the more dominant, technocratic orientation of environmental studies programs in higher education. Describes how the graduate environmental science program at Monash University (Australia) has dealt with these…

Reexamines the environmental problem-solving focus of environmental education. Critiques the view of environment and the concept of environmental problems. Provides a feminist perspective on analyzing environmental issues. Argues that this approach develops a better understanding of the problems and their potential solutions. (TW)

Examines some of the reasons why energy education programs in Australia tend not to be tied closely with the environmental impacts of energy use. Highlights some of the difficulties facing the environmental education teacher who wishes to conduct a valid study of energy sources. (TW)

Argues that the scientific community cannot evoke the desired response from the general community concerning environmental problems, such as climate change, simply by warning the community of its dangers. Discusses the need for new meaning systems arising out of new ways of relating and communicating with each other about our ecology. (MDH)

Expresses the concern that national planning groups do not address the ideological framework in which they operate as they work for sustained growth in environmental education. Traces the growth of environmental education in Australia since 1970. Discusses the role of women and individuals in sustaining environmental education growth. (Contains 42…

Argues that (1) the purposes of environmental education are socially transformative; (2) the dominant approach to research in the field is behaviorist and deterministic; and (3) the role the dominant behaviorist approach to research play in professional development needs to be critically examined. Outlines a current international project…

Proposes that teaching methods be changed to move away from a positivist model toward an ecological model. Discusses three assumptions for future practice involving holism in environmental studies; the role of values in environmental studies; and the process of learning. (Contains 26 references.) (MDH)

Proposes that the anthropocentric, or human centered, and biocentric, or non-human centered, views of the environment are not dichotomous but rather lie on a continuum. Discusses the continuum in practice and presents a table representing the spectrum of human views of nature. (MDH)

Proposes that a futures dimension be included in the environmental education curriculum. Presents eight points to justify its inclusion and eight potential future trends that could be explored. Other methods of envisioning the future and moving forward are discussed. (Contains 28 references.)