Ethics, Place and Environment 8 (3):385 – 392 (2005)

Marion Hourdequin
Colorado College
To create an ecologically literate, motivated, and engaged citizenry, environmental education must help students develop practical wisdom. We discuss three elements of teaching central to this task: first, greater emphasis on contextualized knowledge, grounded in particular places and cases; second, multi-modal learning that engages students as whole persons both cognitively and affectively; and third, stronger connections between knowing and doing, or between knowledge and responsibility. We illustrate these elements through our experience teaching field-based environmental studies courses, but also emphasize ways in which practical environmental education can be effectively incorporated into campus-based classes.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1080/13668790500348315
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 54,466
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles


Added to PP index

Total views
15 ( #634,687 of 2,374,877 )

Recent downloads (6 months)
1 ( #559,821 of 2,374,877 )

How can I increase my downloads?


My notes