Discusses the College of the Menominee Nation's Menominee Sustainable Development Institute and its efforts to research the Nation's system of sustainable development and educate the general population about the system. Describes the silvicultural system used by the Menominee Nation to sustain the Menominee Forest. (AJL)

Visitors to the Vermont state park system were surveyed to define a range of environmental behavior, ethics, and values. Data were used to develop principles for designing park environmental education programs. Findings suggest that such programs should emphasize points of commonality among visitors, present environmental messages through diverse…

Examines five major curriculum theories: (1) information-based; (2) behavioral approaches; (3) community problem solving/action research; (4) integrated; and (5) bonding with nature. These theories touch on the role of action in environmental education programs. Also discusses the Action Learning Triangle--learning through action, learning from…

Through recollections of his boyhood involvement with a neighborhood creek, the author emphasizes that environmental educators must rebuild a sense of place by building personal stories in particular places over time. These stories impel us to care about the places where the stories occur, thus creating environmental stewards, resource advocates,…

Examines different approaches to environmental activism taken by Native Americans and Westerners as a result of their differing views of nature. Describes historical Western-Indian conflicts related to the preservation of bison in Yellowstone Park. Suggests that there is a growing acknowledgment in the scientific community of traditional…

Provides a description of a program in Maine that emphasizes the relevance of earth science to students' everyday lives with classroom activities that address real societal issues such as wise management of habitats. Includes two of the activities from the curriculum materials. (DDR)

Describes a planning method in which planners go into the community with models, encouraging people to express ideas about ways in which they would like to see their local area developed. This process was adapted to use as a sustainability education tool in schools by measuring student attitudes towards development. Issues raised include the…

Provides a definition for restoration ecology that is suitable for extensive terrestrial applications and presents a decision framework to help organize different phases of the decision process. Encourages a wider spectrum of participants and decisions than have been traditionally employed for restoration planning. (AIM)

Traditional techniques and gear are better suited for comfortable extended wilderness trips with high school students than are emerging technologies and techniques based on low-impact camping and petroleum-based clothing, which send students the wrong messages about ecological relatedness and sustainability. Traditional travel techniques and…

Presented are the results of a survey of approximately 1300 centers across the United States and Canada. Discussed are management and ownership, setting, size, budget, staffing, annual use, acreage, and facilities. (CW)

Illustrates the ways of achieving a measure of political literacy using the case of the bridge link to North Stradbroke Island. Discusses two topics wherein misconceptions occur, what environments are, and the nature of environmental conflict. Provides five figures and two references. (YP)

Describes Deep Ecology and criticizes its limitations. Discusses mysticism, the bomb, freedom, subjectivity and power as they are addressed by Deep Ecology. Stresses the need to teach ecological balance. (CW)

Proposes a world view or cosmology in the form of 67 laws or principles which are seen by some as governing the Cosmos and the cosmological process. Defines the Cosmos in terms of the ecosphere or Gaia. (CW)

Presented is the application of this teaching technique to interdisciplinary team studies. Discussed are the educational features, preparation, assessment, and an example of charrette application. (CW)

Discussed are the history and relationship between environmental education and geographic education. Stressed are definitional problems, social processes, differences, perspectives, and transfer between the two disciplines. Collaborative efforts are proposed. (CW)