ABSTRACT
Environmental thinking, problems, and issues do not exist within the domain of any one discipline. The artificial separation of the sciences, arts, and humanities must be addressed through environmental education competencies and transdisciplinary knowledge creation to enable greater understanding of the behaviour of social ecological systems (SES). It is imperative to design human activities as part of integrated SES structural and functional feedback loops. This chapter provides an overview of the evolution of environmental thinking over the last 60 years and presents six environmental education competency areas critical to addressing the challenge of dealing with contemporary environmental problems including climate change and sustainability.
