ABSTRACT
Environmental education is argued to be the most significant example of lifelong learning, in that it involves issues that affect all, both young and old, and is the most sustained interest for many adults throughout life. Various statements from political agencies about lifelong learning and environmental education are explored and the gaps between them and their delivery into action analysed. It is suggested that the only fundamental answer is to rethink the whole purpose of the school curriculum, with environmental education not as a mere addition to the welter of facts, but as an informing concern both personal and social. In this way both the issues and the natural interests of children and adults will no longer be marginalised.
