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Attempts to take the reader from strong criticisms of environmental education to equally strong statements of philosophy as well as some of the research which underlies these elements. The editors and authors of invited papers hope that this book will serve as a basis for discussion and debate in both undergraduate and graduate classes.
Furthermore, the editors of the two-dozen-plus readings in this book have tried to examine, in some detail, the tremendous need for validity in a field that tends often to be intuitively driven. The readers of this book will find a detailed overview of those elements that could take environmental education from the intuitive to the valid--to a field where one can find a defensible substantive structure--a structure which has already been validated in a number of ways.