Stand Up, Stand Up and Be Counted: Undermining Myths of Environmental Education

Abstract

AbstractThis paper explores some of the ideas that underlie different conceptions of sustainable development. It suggests the notion of ‘sustainable living’ may provide direction for the role of environmental education in the transition towards a sustainable society. Aspects of the emerging concept of ‘education for sustainable living’ are used to analyse some widely-held assumptions about environmental education practice. In doing so the paper seeks to contribute to the process of identifying a vision and practice appropriate to environmental education for a new millennium.