Identifies nine ongoing environmental education programs for preschool children which tend to share many common characteristics and serve primarily children from white, middle-class backgrounds. (Author/MKR)

Introduces Earth Day. Encourages the use of reading, writing, and theme immersion to increase student participation in such activities. Provides information on several organizations which students can obtain concerning environmental awareness. Recommends reading materials that can be obtained in hard copy as well as on the Internet. (MOK)

Presents 10 steps that help teachers and students create a motivating and relevant simulation on an environmental topic of local interest. Steps include gathering information, selecting the problem, interviewing community members, determining interest groups, investigating interest groups, choosing the decision-making body and setting the…

Traces the progress of environmental education and discusses its role in enhancing the quality of life on our planet. Describes several initiatives aimed at deepening environmental awareness among all Americans and enhancing participation in solving environmental problems. (JRH)

Argues that assumptions that environmental education is a desirable objective that needs to be implemented as widely and as urgently as possible cannot be taken for granted in South Africa. Examines four responses to the dominant Western/Northern interpretation of environmental education and argues in favor of one that moves beyond tensions…

Discusses environmental literacy, and outlines a continuum (nominal, functional, and operational environmental literacy) along which individuals progress. Argues that environmental awareness and knowledge are not enough: acquiring responsible environmental action skills must be the ultimate goal of environmental literacy. (SR)

Introduces an eco-column activity that provides an integrated approach to earth systems science education. Provides a list of the National Science Education Standards addressed in the activity. (YDS)

Predicts that Zoo Atlanta visitors who had interactive experience with the zoo's elephant demonstration and bio-fact program would be more likely to actively support elephant conservation than those who simply viewed the animals in their exhibit and read graphics. Uses survey instruments including 25 closed-ended questions, petitions, and…

Teaching about environmental issues can create many tensions and conflicts. Describes one school's utilization of the local watershed council's action plan that was developed through consensus. Describes how the school used the action plan's recommendations to bring students and parents together to create learning and service opportunities that…

Explains that motor oils can be reused and recycled. Educates students about environmental hazards and oil management and includes classroom activities. Addresses the National Science Education Standards. (YDS)

Critiques one widely held idea about sustainable development and advances an approach to thinking about issues of sustainable development and learning, including formal education. This approach employs a metaphor for possible human interactions with non-human nature that is derived from the world of financial management. (Author/MM)

Offers comments based on three questions as an immediate response to the articles in this special issue: (1) What's in a name?; (2) What is possible in education for sustainable development?; and (3) Rather than what education might do for sustainable development, what might sustainable development do for education? (Author/MM)

Summarizes and evaluates dissimilar perspectives about what "if American schools are to serve the general welfare of a democratic society, they must effectively promote education for responsible citizenship" means and how it should be approached in the context of practical approaches to education about or for the environment. (Contains…

Reports on a research project in which school children's answers to the question "I think the term/word environment means ..." were analyzed using the qualitative research method of phenomenography. Six distinct conceptions were isolated ranging from the least sophisticated--environment as a place--to the most inclusive and…

Discusses some anthropocentric blind spots within the field of critical pedagogy in general and within poststructuralist approaches to critical pedagogy in particular. Explores areas in which streams of thought and practice move in directions compatible with critical environmental education. (Author/SLD)