Many companies have accepted their responsibility to do no harm to the environment. In industrialized nations, more companies are realizing that they can reduce pollution and increase profits at the same time. Corporations should lead the way to ensuring a sustainable world. (JOW)

The segregation of humanity from wilderness is presupposed by many of the goals for restoration ecology. Critiques the underlying assumption that human presence rather than human activity is the cause of environmental degradation and examines the application of sustainable development through education as a viable ethical option. (LZ)

Discusses the relationship between education and sustainability. Sustainability means humans, as individuals and societies, consciously trying to go with the grain of nature. Learning to understand the natural world and the human place in it can only be an active process through which our sense of what counts as going with the grain of nature is…

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)

Argues that the concepts of nature and environment are open to individual interpretation and central to achieving internationally recognized goals for environmental education for sustainability. (Author/CCM)

Education for Sustainable Development (ESD) practitioners could benefit from recent innovations in the field of organizational development, particularly those of Peter Senge, that outline how institutions can become "learning organizations," which are responsive to change to meet the needs of their members. These techniques could be used to help…

To meet the sustainability challenge, colleges and universities will have to reorient their educational programs. Institutional research (IR) can help assess and demonstrate the success of such initiatives. The change that is required in the way people view the world and their place in it is what the author calls a "sustainable mindset." A…

A recent study carried out by European and African organizations into the potential for electronic distance training (EDT) on sustainability in African local governments concluded that EDT was both "useful and feasible". This article reflects on some of the theoretical and practical implications of that study. It focuses on the…

The tenth anniversary of "Environmental Education Research" comes at an interesting time. The next 10 years of the journal overlap with the United Nation's Decade for Education for Sustainable Development, with the possibilities that this may (or may not) bring for those working at the intersections of education and sustainable…

Five areas of inquiry shape the sustainable development movement: environmental movement, women's movement, overpopulation concerns, critique of development models, and new indicators of social progress. Community development workers are challenged to prepare local development projects within a sustainable development framework. (SK)

Presents an interview with a floor company's marketing director discussing a seminar on LEED 2.0 (Leadership in Energy and Environmental Design) standards offered by the firm. (EV)

Examines issues related to specialization in science in the context of the work of Alexander Von Humboldt, one of the first popular scientists in the 19th century and Charles Darwin's mentor. Chronicles the impacts of a science dominated by specialization and argues for increased emphasis on interdisciplinary environmental study. (LZ)

A critique of planetary education for sustainable development and a restatement of some alternatives that compensate for the excess of such globalized education. (Author/CCM)

Claims that environmental education in a postmodern world will have to be sensitive to the ill-defined nature of emerging key concepts such as biodiversity and sustainability. (Author/CCM)