Environmental educators are worried about the ultimate ecological threat--nuclear war, which could burn thousands of square miles, sterilize the soil, destroy 70 percent of the ozone layer letting in lethal ultraviolet rays, and cause severe radiation sickness. Educators must inform themselves, teach others, contact government representatives, and…

Suggests that invasion biology can supply subject matter for teaching evolution, genetics, ecological relationships, and conservation. Describes flowering and non-flowering plant invaders, vertebrates and invertebrates, and two ecological invasions on the southern coast of England. (JN)

A group of graduate students led by their professor attempted to explore the interrelationship between the Navajo and their reservation environment. The four-week seminar, a prototype for a curriculum in environmental education, is presented in diary form and makes use of the creative expressions of poetry from graduate students and mythology from…

Environmental educators must first identify and then overcome barriers to ecology and sustainability education. Students need curriculum and materials to learn and apply appropriate skills, and they must learn to question deep-rooted cultural assumptions about ownership and exploitation of the environment. Environmental education must permeate…

Since only a few of the original landforms, streams, natural ecosystems, wild plants or animals still exist in our cities and suburbs, schools can help to fill this void by creating diverse learning environments around school buildings. Among the suggestions are a wet area, tall or short grass prairies, a boulder field, vegetable garden plots,…

Presented is support for the basic tenets of the Deep Ecology Movement. Answers several criticisms concerning mysticism, nuclear war, and destiny. Provides a platform and two models for the philosophy of Deep Ecology. (CW)

Contrasted are the philosophies of Deep Ecology and ancient Chinese. Discusses the cosmology, morality, lifestyle, views of power, politics, and environmental philosophies of each. Concludes that Deep Ecology could gain much from Taoism. (CW)

Argues that environmental policy and education are predominantly based on Western beliefs about nature rather than on native and indigenous sensitivities. Discusses Western conceptions of wilderness, alternative perceptions and conservation practices, the role of fires in the ecosystem, the priorities necessary for integrating alternative…

Traces the development of an expanding definition and understanding of environmental-art education. Suggest new ideas and considerations for the future. Offers three lessons that incorporate different aspects of form and content: (1) the natural environment; (2) the built environment; and (3) the social environment. (CMK)

"Sustainable development" is one framework. "Bioregionalism" is another. Both phrases have evolved in an attempt to create a powerful, encompassing vision of planetary wellness and regeneration. Some American practitioner-philosophers of sustainable agriculture argued that people must become thoughtful, responsible dwellers of…

In this article, the author starts by introducing three women from the Pacific whose lives illustrate the main points she addresses. She then discusses why place and gender matter in issues concerning the environment. Lastly, she touches on the implications of gender on environmental education.

Outlines the deforestation problem and some efforts for solving the problem. Considers the impact of population growth, poverty, and ignorance. Includes a discussion of the current rapid decline in tropical forests, the consequences of destruction, and an outlook for the future. (YP)

Introduces a construction method for a bubble made of polyurethane plastic and its applications in an ecology classroom. Provides the materials list, directions for bubble construction, and classroom activities. (YP)

Offers some generalizations resulting from the Hunters Wetlands Trust of New South Wales (Australia). Deals with credibility and factual information, use of the broadcast and print media, field days, the use of local talent, timing and opportunism, lobbying, positive thinking, the magnifier effect and evaluation. (TW)

Discusses how biomass in the form of fuelwood, crop residues, and animal dung can be converted into fuels such as biogas and ethanol to replace or supplement fossil fuels. Argues for future decentralized, integrated biomass energy development. (TW)