ABSTRACT
Environmental education is concerned with the quality of the human environment for healthy development as well as for healthy life. It follows that, to be environmental, education will always identify, explore and take into account as far as possible the variety of components of the system. Underlying it there is an ethical foundation which incorporates the environment into the human systems of belief. This is an area of very active development at present and all that there is space to do acknowledge its importance and to suggest that its main precepts are as likely to emerge from the ecological realities of the man-environment system. The Strathclyde model offers a guide to treating a great variety of topics in an environmental manner parts of an environmental course or parts of other courses. Content is apt to give trouble to course designers who wish to emphasise approaches, methods of investigation, values and attitudes rather than factual recall.
