ABSTRACT
A recent United Nations’ report claims that nearly two-thirds of the Earth’s natural systems are unhealthy or failing, and many point to education-environmental education, education for sustainable development, or sustainability education-as a key means of addressing these issues. Learning about environmental problems is not sufficient, however (see Hart & Nolan, 1999; Rickinson, 2001; Kollmus & Agyeman, 2002). As Russell and Hodson (2002, p. 489) claim, ‘it is not enough for students to be armchair critics’; they need to get their hands dirty and learn how to take action. It is this action-orientation that characterizes ‘education for the environment’.
