ABSTRACT
This chapter explores the theme of ‘Curriculum Challenges for and from Environmental Education’ through a focus on how a curriculum framed in terms of the logic and language of adjectival educations and prepositional forms of education is variously understood, applied and critiqued in the field of environmental education. A harder and more demanding task though, is to consider what is regarded as ‘authoritative’ rather than, say, ‘authoritarian’ in terms of what is argued to count as theoretical and/or practical concerns related to environmental education. Students might be expected to develop, comprehend and interpret environmental data; analyse environmental systems, situations or predicaments into their component principles; synthesise explanations likely to account for an environmental phenomenon that is new to the student; and evaluate environmental data and phenomena, including, perhaps, the consequences of any proposed manipulation in terms of likely environment responses.
