The starting point of the paper is that practitioners of all kinds concerned with lifelong learning in environmental education have theories of teaching, learning, and action. These they employ under sets of constraints which are likely to be unique to their own individual contexts. An approach is proposed which recognises the significance of such theories and constraints, and uses them as a starting point for learning. Central to the argument is the proposition that environmental learning is possible only if all absolute criteria for judging educational or environmental worth are regarded as problematic.
|Number of pages
|Canadian Journal of Environmental Education
|Published - 2001