If Environmental Education Is to Make Sense for Teachers, We Had Better Rethink How We Define It!

Abstract

In light of recent criticisms of environmental education, it is timely and important to renew discussion about how environmental education is defined. This, I argue, means giving more attention to the educational dimension of environmental education. It also entails more that just critiquing definitions of this field, but more fundamentally, critiquing the processes by which we define education, and derivatively environmental education. I conclude that we should stop thinking of definitions simply as products, but also as processes in which teachers, administrators, and scholars are all participants.