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)

"Give a hoot, don't pollute!" "Save the environment!" "Save the Whales!" Ranger Rick. Recycle. These are all well-known phrases and emblems of the fight to "protect the environment." Young children seem to understand almost intuitively the need to do those simple things that will make the Earth a better place to live and play. However, especially…

Presents theoretical tools that can be used to undertake a critical analysis of the concept of environmental education for sustainable development. The idea of including environmental education in the broader scope of education for the development of responsible societies is considered. (AIM)

Describes the Science, Technology and Society (STS) approach in environmental education which is based on the premise that meaningful science and technology education requires the teaching of science and technology topics along with their social context. (CCM)

Scientifically derived environmental indicators are central to environmental decision analysis. This article examines the interface between science (environmental indicators) and policy, and the dilemma of their integration. In the past, science has been shown to dominate many policy debates, usually with unfavorable results. The issue, therefore,…

What is the likelihood of controlling technology by means of the law? In traditional societies, the law was deeply embedded in, and dependent on, culture (the totality of human creations for making sense of and living in the world). Industrialization required a complete restructuring of both technology and society, thus engulfing all traditions in…

Discusses increasing emphasis on connectivity in the field of environmental problem solving. Touches on several major environmental problems as it discusses multidisciplinarity, marketization, and democratization as aspects of a new paradigm for environmental problem solving. (LZ)

The world has become disenchanted and humans have become separated from nature and the cosmos because science has focused our attention on "how" while ignoring the deeper mysteries of "why." Mysticism, spirituality, and the cosmos nature have lost their appeal. Reestablishing our connections with the natural world is essential…

Describes the Common Roots program developed by Food Works of Montpelier, Vermont, which fosters academic excellence in all disciplines by engaging students in hands-on explorations of their local community's natural and cultural heritage. Helps teachers design community-based environmental curricula to meet uniform educational standards.…

Describes how to facilitate discussions on topics related to biocrimes. Focuses on how to guide students to ask questions related to what infectious agents are and the relationship between infection and disease. (DDR)

Considers McPhee's explicit statements on nature and environmental issues as well as the implicit environmental appeals in his essays. Suggests that in the complicated and volatile minefield of modern environmentalism, readers need an expository guide like McPhee who is not only open-minded but informative, discerning, and reliable. (RS)

Presents an argument against Callicott's assertion that the classical set of assumptions which form the foundation for the traditional Western world view has been undermined by the science of quantum physics. Suggests that the theory of a new paradigm be grounded in the experience of "sympathy" with the natural world. (LZ)

Explores students' conceptions of the relationships among 31 environmental issues using multidimensional scaling analysis. Suggests that both male and female grade 5 subjects develop meaningful conceptions of relationships among issues which have personal relevance to them. Contains 27 references. (DDR)

Describes the Science in the Environment project which aims at providing a general education in science rather than training for a scientific career. Offers students a remarkable degree of flexibility with respect to both the amount of science they wish to study and the way in which they wish to learn. (JRH)