Based on the idea that, to create a long-lasting, deeply held environmental ethic, environmental education must address human alienation from the natural world, this article examines gardening as a means to help students connect with nature in a very profound way. (LZ)

In Japan, formal schooling activities concerning gardens and nature are overlaid on a foundation constructed by the culture and the socialization process. A gardener and parent living in Japan seeks to understand gardens within the culture to translate some of the approaches for use in other countries. (LZ)

This author contends that observing and understanding natural succession is far more valuable to students than memories of planting lonely seedlings in a schoolyard. An approach that provides a richer experience using an holistic approach to habitat restoration is explored. (LZ)

This teacher contends that a big part of culture is food and that what we eat and the way in which food is grown, prepared, and celebrated varies greatly from culture to culture. Ideas for teaching strategies that use gardens to explore multiculturalism are provided. (LZ)

This article outlines the development of an urban elementary school gardening project where children learn science and responsibility for the environment. Charts provide a gardening timeline, planting plan for each grade level, instructions for building a grow cart, and indoor experiments that test environmental factors for each grade level. (LZ)

An artist and parent describes the potential for a schoolyard renaturalization to be integrated into arts curriculum and some art activities that have been inspired by planting in a schoolyard. (LZ)