ABSTRACT
That part of the lecture billed variously as ‘questions’, ‘discussion’, ‘comment from the floor’, had come. The talk on environmental education as a cross-curricular theme had gone well-the transparencies had been clearly visible-not too many nor too few-they had well illustrated the views being put. Overhead projector acetates had summarized the points made and were legible for all the audience, even those at the back of the room. Their content was brief and precise and as copies were available there had been little need to take notes. The first question-the secondthe third-all were relevant and positively answered apparently to the satisfaction of the questioner. ‘One last question, please’ asked the chairit came:
‘How can I do what you suggest when I have to follow the set examination syllabus, the timetable prevents my going out on even limited field work and my head teacher will not introduce a new subject?’—the latter despite the fact that the talk had emphasized that environmental education is not a subject but a curriculum area and requires no extra lesson time, only a different approach.
