It is from historical perspectives on more than 40 years of environment related education theories, practices, and policies that we revisit what might otherwise become a tired conversation about environmental education and sustainable development. Our contemporary critical analysis of Stefan Bengtsson's research about policy making leads us to different interpretations of some key observations and assertions about sustainable development (SD) and education for sustainable development (ESD). To counter the persistent weight of the underpinning resourcist and economic view of the relationship between people and the environment, we examine other perspectives about economy, about people and society, and about the environment. These divergences insist upon diversity in education and in environmental education.