In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.

In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge.The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the terrible simplifiers who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.

A Pedagogy of Place offers an alternative vision for outdoor education practice. This timely book calls into question some of the underlying assumptions and ‘truths’ about outdoor education, putting forward alternatives to current practice that are responsive to local conditions and cultural traditions. In this renewal of outdoor education philosophy and practice, the emphasis is upon responding to, and empathising with, the outdoors as particular places, rich in local meaning and significance. Current outdoor education theory and practice is influenced by cultural ideas about risk and adventure, and by psychological theories of personal and social development. However, in recent decades the professional discourse of outdoor education has made a noticeable shift to include education for the ‘environment’ and ‘nature’. This has resulted in a mismatch between theory and practice: traditional notions of proving oneself ‘against’ the challenges of the outdoors are antithetical to the development of an empathetic relationship with outdoor places, which growing concern with today’s environment demands. This book is the first of its kind to articulate a renewal of philosophy and practice for outdoor education that is in keeping with the educational needs of today’s young people as they grapple with considerable social and ecological changes in a rapidly changing world. The authors draw extensively on international, national and local literature and provide compelling case studies drawn from the Australian and New Zealand contexts.

A network of educational reformers reports on projects that are equipping today's children with the tools of ecological consciousness and systems thinking that will help humankind live more sustainably on the Earth tomorrow.

In this book, Frederique Apffel-Marglin draws on a lifetime of work with the indigenous peoples of Peru and India to support her argument that the beliefs, values, and practices of such traditional peoples are ''eco-metaphysically true.''

CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Teaching Climate Change to Adolescents is THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today. Classroom activities written and used by teachers show students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. The book illustrates climate change fitting into existing courses using already available materials and gives teachers tools and teaching ideas to support building this into their own classrooms. A variety of teacher and student voices makes for an appealing, fast-paced, and inspiring read. Visit the website for this book for additional information and links. All royalties from the sale of this book are donated to Alliance for Climate Education.

A powerful investigation into the chances for humanity's future from the author of the bestseller The World Without Us. In his bestselling book The World Without Us, Alan Weisman considered how the Earth could heal and even refill empty niches if relieved of humanity's constant pressures. Behind that groundbreaking thought experiment was his hope that we would be inspired to find a way to add humans back to this vision of a restored, healthy planet-only in harmony, not mortal combat, with the rest of nature. But with a million more of us every 4 1/2 days on a planet that's not getting any bigger, and with our exhaust overheating the atmosphere and altering the chemistry of the oceans, prospects for a sustainable human future seem ever more in doubt. For this long awaited follow-up book, Weisman traveled to more than 20 countries to ask what experts agreed were probably the most important questions on Earth -- and also the hardest: How many humans can the planet hold without capsizing? How robust must the Earth's ecosystem be to assure our continued existence? Can we know which other species are essential to our survival? And, how might we actually arrive at a stable, optimum population, and design an economy to allow genuine prosperity without endless growth? Weisman visits an extraordinary range of the world's cultures, religions, nationalities, tribes, and political systems to learn what in their beliefs, histories, liturgies, or current circumstances might suggest that sometimes it's in their own best interest to limit their growth. The result is a landmark work of reporting: devastating, urgent, and, ultimately, deeply hopeful. By vividly detailing the burgeoning effects of our cumulative presence, Countdown reveals what may be the fastest, most acceptable, practical, and affordable way of returning our planet and our presence on it to balance. Weisman again shows that he is one of the most provocative journalists at work today, with a book whose message is so compelling that it will change how we see our lives and our destiny.