Addresses higher education, specifically universities, and their role in moving toward a sustainable, ecologically-sound, and vibrant society. Suggests that universities are caught between two competing visions. (Contains 24 references.) (DDR)

Proposes that one way to view storytelling in First Nations cultures is to look at the epistemology that informs it. Recommends that storytelling be central to environmental education, ethics, and practice. (Contains 19 references.) (DDR)

Addresses the issue of quality within inquiry which uses narrative forms of representing human experience. Focuses on environmental education research. (Contains 101 references.) (DDR)

Describes an interdisciplinary project involving university researchers, community groups, and industry partners in a collaborative dialogue about sustainability. Focuses on the Georgia Basin Futures Project. (Contains 20 references.) (DDR)

Outlines necessary components of successful indigenous environmental education programs at the post-secondary level based on participation in three such programs as a program developer/director, curriculum developer, and instructor; explores current literature, and presents personal experiences from an Anishinaabe student studying Western science.…

Explains the importance of cross-cultural communication and gains special significance in the comprehension of environmental degradation and the identification of environmental solutions. Questions multicultural environmental education as a solution to the problems. (Contains 23 references.) (Author/YDS)

Identifies and describes misconceptions held by preservice elementary teachers about the greenhouse effect, atmospheric ozone, and acid precipitation. (Contains 28 references.) (DDR)

Contends that environmental learning is possible only if all absolute criteria for judging educational or environmental worth are regarded as problematic. (Contains 45 references.) (DDR)

Discusses the philosophical underpinnings of Canadian adventure education and offers a description of outdoor adventure education in Canada. (Contains 20 references.) (DDR)

Considers how science can be presented in a format that will allow college-level undergraduates not majoring in the sciences to understand science in terms of everyday life and in the context that science is important in their own fields of interest. (Contains 49 references.) (DDR)

Explores the problems created by natural and social science approaches to values in higher education. Suggests that over time these approaches will render moral language unintelligible. (Contains 18 references.) (DDR)

Considers two international research projects in environmental education. Draws attention to the interplay of contextuality and universality and the role of participatory research in this tension. (Contains 18 references.) (DDR)

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)

Claims that structural-adjustment programs, deregulation, and opening of markets may be good for international capital, but such processes increase inequalities, encourage people and countries to over-exploit natural resources, and contribute to reductions in spending on social and environmental welfare. (Author/CCM)

Presents a four-dimensional model of transformative global education inspired by the quantum worldview. Elaborates on the principle benefits of applying such a quantum model of education to environmental education, a field where the mechanistic paradigm still has some hold. (Author/CCM)