Explores the extent to which culture and school ethos with regard to the environment are influential factors in children's views of global and environmental problems. (Contains 43 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)

Discusses public confusion about the science related to climate change and public apathy towards related issues. This confusion can be related to a combination of factors, including ineffective communication. (Contains 39 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)

Employs a dialogical style to explore the interface between Arne Naess's views about deep ecology and education. Themes examined include the educational implications of the 'deep' questioning process and other formulations of environmental thought. (DDR)

Explains Arne Naess's approach to understanding contemporary grassroots movements, especially the long-range deep ecology movement. Stresses respect and appreciation for all forms of diversity, including personal, cultural, and ecological. (Contains 26 references.) (DDR)

Reports on a study that investigates the evolution of the idea of "good quality of life" in the context of an educative process that values firsthand experiences of nature and the engagement to think about those experiences. (Contains 28 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)

Provides an overview of the various integrated environmental studies programs operating in Ontario secondary schools. Highlights student perspectives and concludes by discussing the promises and limitations of these programs. (Contains 38 references.) (DDR)

Discusses the analytical processes and outcomes of a doctoral study in environmental education that investigated teachers' thinking and practice regarding the contributions of geography teaching to students' environmental education. (Contains 33 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)

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…