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The book addresses those educational professionals, policy-makers, academic researchers, students and scholars who are somehow involved in the discourse on environmental education and sustainable development. While the book is first and foremost a research monograph, it might be used as an introduction to environmental philosophy by postgraduate students in educational studies, or as an introduction to educational issues by postgraduate students in environmental studies. While the issues discussed are complex and abstract, the book is readable for a general audience. No specific knowledge and philosophical training are assumed. New terms, distinctions and jargon are introduced and explicated by the author. Furthermore, the crucial insights and arguments are frequently restated in intermediate summaries and conclusions.
That the subject area of environmental education is widely studied, discussed and taught is manifest in the widespread dissemination of journals on environmental education (there are at least five journals in the English speaking world), the manifold conferences and the existence of locally rooted networks of researchers, policy-makers and practitioners on this subject. Furthermore, the last few years, the subject of environmental education has attracted much attention in general academic media (take for instance the special issues of the Journal of Philosophy of Education, Cambridge Journal of Education, Education Philosophy and Theory). Moreover, the recent declaration of the upcoming decade of 2005-2015 as the United Nations Decade on Education for Sustainable Development is likely to increase potential readership in the near future. The subject of environmental education appears to be of particular importance in Australia and New-Zealand, where the evident need for nature conservation and protection against ultraviolet radiation has granted relevance to environmental concerns in connection to educational concerns.
