Deep Ecology is a philosophical approach well attuned to Environmental Education. It creates a context in which the natural world can be viewed apart from traditional “useful” human-bound categories. Many educators see the “value” of nature as an educational resource, but fail to notice the deeper meanings recognised by deep ecologists. It is in this inner illumination that deep ecology has its greatest educational appeal. It provides a philosophical setting that encourages individuals to seek meaning outside themselves in nature itself. It promotes direct and personal identification with natural systems as an important path towards ecological consciousness.

Environmental management or stewardship is one area of environmental philosophy which has achieved a degree of acceptability in development decision-making. Its success is a product of its characteristics, e.g. that of taking a generally moderate approach to what causes an environmental problem, and of working for change through traditional channels. However, even stewardship is not without internal divisions, divisions which reflect differing views about the degree of change needed to avoid ecological disaster. Stewardship may be a useful environmental philosophy at a time when the development ethos (jobs, income, growth, productivity) predominates. But this paper poses the question, is it the best philosophy possible at this time? Finally, the impact of this philosophy on education is considered, highlighting the two aspects of what stewardship sees in environmental education and what environmental education could do about stewardship.

A world view is emerging in areas like peace education, environmental education, justice education and development education which cannot be understood simply by applying old assumptions to these areas. This world view involves a different ethical framework, a different epistemology and a different way of functioning in order to achieve goals. I call this new world view social ecology, a philosophy which has emerged as a result of the threats to our planet and which takes as its starting point such principles as ecological sustainability, non-violence, grass-roots democracy and social equality.

Australia is often called the dry continent. With good rains, however, parts of the arid interior can change into large wetlands. These are ephemeral. In the coastal regions, wetlands are usually perennial. Some of these are static in extent but most wetlands have dynamic boundaries. Some wetlands are very big but vastness is not a necessary characteristic. Puddles, pools, and ponds are very small, but nonetheless wetlands.

The wetlands of Kakadu National Park have received national and international recognition. Their significance lies in their large size, the great diversity and high biomass of plants and animals which they support, and the level of protection and management afforded them. The management of these wetlands is influenced by many factors including a uranium mine, a range of alien plants and animals, increasing tourism, an environment subject to change, and Aboriginal ownership of part of the land. Maintaining wetland conservation values appropriate to a major national park and a World Heritage area requires considerable research and management and a continued high level of funding.

Urban expansion in south-east Queensland poses a major threat to the tidal wetlands of Southern Moreton Bay. Significant features of the area and useful information sources are summarized. Conservation issues and the environmental impacts associated with urbanization are discussed, and reference is made to educational use of such areas.

Protection of threatened or degraded environments such as wetlands is not simply a matter of asserting the right ecological viewpoint. Rather it is a matter of carefully planned community action aimed at Local, State and Federal levels of government. The form which that community action takes is crucial to the long-term effectiveness of protection efforts.

The Boondall wetlands development project seemed an ideal focus for a critical teaching experiment in a Brisbane primary school. Sixty-five students in an ungraded Years 4/5/6 classroom were introduced to the processes of critical investigation and decision making, and applied these to an extensive study of the Boondall project. Their experiences included the study of print, graphic and video materials related to the issue, a visit to the site, and discussions with consevationists and a local alderman. Eventually, groups formed according to the final decision made, and presentation of each case was planned. Throughout, special sessions encouraged students to reflect upon the nature of controversy, the process of investigation, and the quality of decision making.

Environmental Education for student teachers requires careful design and operation to achieve desired ends. Initiatives taken in the Newcastle region have culminated in a teacher training program utilising local field studies centres with a variety of teaching experiences in mind. This article describes these experiences and notes the condition effecting the viability and vitality of such an approach to teacher training in environmental education.

This article grows out of a fascination for the innate learning style of children and the wonder created by a unique and diverse wetlands setting. It explores how a group of educators, from Jacobs Well Field Study Centre (in south-east Queensland), developed an arts-aesthetic approach to environmental education as a joint project with the staff of Numinbah Valley Field Study Centre. ‘Project Ozone’ and the Boat Project are described as examples of what can be achieved by insight, and commitment to new directions in environmental education.

Video is presented as a form of teaching technology that has special potential for providing interesting, informative and up-to-date resources for environmental education. The writer describes his personal experience of producing an educational video which represents a case study in wetlands issues. These issues are related to the National Conservation Strategy for Australia and illustrated by human impacts on the area concerned.

A cartoon is presented as a means of simplifying a generalized wetlands issue to students. A complementary activity is proposed and discussed as a means of treating the limitations of the cartoon and approaching solutions to the issue based on distinctive values positions.