When considering a topic as broad as research in environmental education it seems worthwhile, at the onset, to make some basic distinctions: (1) establishing research priorities is not simply an empirical question; and (2) a much more challenging task is to more clearly understand the nature of the questions to which we seek answers. How do we go…

Wild pedagogies are about rethinking our relationships within the world and represent a desire to let go of an overabundant sense of control, to invite the places we visit to become an integral part of our educational work and to respond to provocations in spontaneous, and at times unforeseen, ways. In this paper we provide a contextual background…

This paper shares our experiences using pinhole photography with adolescents as both a pedagogical tool to support and deepen adolescent experiences in wild nature, and as a visual methodological tool to elucidate their experiences. Reflecting on a journey that explored the nature-based experiences of two adolescents on a family canoe trip in…

This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions…

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…

This article traces the development of the World Environmental Congress movement and its establishment as an important international forum. Reflecting on the 5th Congress, it notes the particular contribution of the Congress theme, "Our Common Home". Finally, it considers environmental education's place alongside other parallel transformative…

This study contends that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development. This internationally propagated conversion can be challenged from many vantage points. This study identifies anomalies that have arisen as…

In this dialogue between two friends and colleagues with different takes on education for sustainability, Canadian environmental education scholar Bob Jickling argues that education "for" any cause is not true education, which should strive to prepare minds to create new ideas, not follow a doctrine. Since we don't have solutions to…

Explains that there will always be uncertainty about educationally appropriate responses to controversial issues. Education suggests a fluidity of meaning that shifts across a range of contexts, and what needs to be done will be found on a case-by-case and context-by-context basis in a mediated and negotiated third space. (Contains 48 references.)…

Some misconceptions about the roles of action and problem solving in environmental education are examined. It is argued that the use of the term problem solving exaggerates the abilities of environmental educators and students. The implications of establishing problem solving as a goal of environmental education are discussed. (KR)

Suggests that rather than establish normative criteria, it may be more fruitful to find ways to engage teachers in critical reflection on their own practice and teaching. Constructs a series of questions to create conditions for such reflection. (Author/CCM)

Discusses the technique of conceptual analysis to communicate the meanings of difficult concepts in environmental education. Illustrates the technique for the concepts sustainable development education and education for sustainable development. Presents research needs that arise from the discussions. (MDH)

Argues that defining environmental education not only entails more than just critiquing definitions of this field, but more fundamentally, critiquing the process by which education is defined. Concludes that definitions should be thought of as processes in which teachers, administrators, and scholars are all participants. Contains 40 references.…

The incompatibility between educating for "sustainable development" and the broader concept of education is discussed, pointing out the imprecision of the term "sustainable development." Alternative, and more educationally justifiable, approaches to studying environmental education and development are explored. (SLD)

The first climate change conference was held in 1979 in Geneva and sponsored by the World Meteorological Organization. Since then there have been many other initiatives and accords along the way. Each report appears to present an evermore grim picture than the previous one. Cumulatively, we have had more than enough science to know what to do, and…