This paper contextualizes the 5th World Environmental Education Congress, discusses the theoretical underpinnings of the Congress theme "Earth Our Common Home," and relates this theorizing to the research project that was woven through the Congress. We provide a rationale for engaging in this research project, as an invitation for Congress…

The UNESCO-UNEP International Environmental Education Program (1975-1995) provided impetus for developing, legitimizing, and institutionalizing environmental education. More recently, UNESCO was mandated by the United Nations to carry out a worldwide shift towards education for sustainable development. As international organizations'…

The purpose of this article is to bring to light and celebrate the richness of the environmental education field, thereby paying homage to the pedagogical creativity of its architects over the course of the last thirty years, as well as to their contribution in reflecting on the meaning, problems and possibilities of our relationship to the…

Presents an analysis of the epistemological, ethical, and pedagogical basis of UNESCO's recent proposals to verify their offer of an appropriate integrative framework for environmental education and other dimensions of contemporary education that aims to reconstruct the person-society-environment relationship web. (Author/CCM)

Agrees with the inputs of critical theory reviewed in light of a constructive postmodern thought that it gives an essential dimension to environmental education, that of a critical appraisal of the interrelated social, environmental, and educational aspects of phenomena and issues of our lives, in the perspective of personal and social…

Presents theoretical tools that can be used to undertake a critical analysis of the concept of environmental education for sustainable development. The idea of including environmental education in the broader scope of education for the development of responsible societies is considered. (AIM)