ABSTRACT
Since its acceptance as a pedagogic field, environmental education has experienced divergence and antagonism in its theoretical and methodological approaches and standpoints. Over the last decade, it has drawn on numerous discourses ranging across the teaching of ecology (as a branch of the natural sciences); conservation education; approaches heavily loaded with civic content; and citizen education (González-Gaudiano & De Alba, 1996; Mrazek, 1996); moral and ethics education; political considerations (Robottom, 1987) arising from, for example, a critical analysis of globalization, social inequity, and north-south relations and the rural dimension (Toledo & Castillo, 1999; Altieri, 2004); approaches linked to scientific knowledge (Castillo, 2000; Castillo et al., 2002; Jenkins, 2003); aspects of Oriental philosophy (Guha & Martínez-Alier, 1997; Guha, 2000); and the broad map of eco-spirituality (Berry, 1988; Hallman, 1994; Scharper, 1998).
