Book Review

by Paul Ganderton

Leal Filho W. and O'Loan K. (eds.). 1996. Teacher Education for the Environment. Parthenon Publishing Group. pp xi + 141. 16.50 pounds. ISBN 1 85070 772 3

Leal Filho W., Murphy Z. and O'Loan K. (eds.). 1996. A Sourcebook for Environmental Education. Parthenon Publishing Group. pp xii + 203. 19.50 pounds. ISBN 1 85070 768 5

These two texts, both produced under the aegis of the University of Bradford, continue the debate on and information gathering about environmental education for which Leal Filho and his colleagues are becoming so well known. As with earlier books reviewed in TEGNews there is a commendable range of material. Teacher Education for the Environment is concerned with the spread of environmental education (EE) in Europe. From an initial introduction the editors take case from a range of nations: Netherlands, Scotland, Portugal, Finland, Germany, England and Wales. In addition, two final chapters examine transboundary ideas: MESAGES - aimed at teacher training in Europe and an alternative perspective about learning ecological concepts. The "national" contributors provide a range of ideas which can be applied elsewhere. Most have a useful collection of references so that those studying EE in teacher training can acquaint themselves with the literature. What is painfully obvious is that despite the rhetoric of the converted there remains little actual training down on any systematic fashion. To this extent the final chapter is the most intriguing. It examines basic ideas of pedagogy and demands real thought on the part of the reader.

The Sourcebook is based on a meeting at the University of Bradford to discuss the changes that had been made in the 20 years since the Belgrade Conference. The aim was to provide a review of the activities in EE. 20 years ago EE was a minority idea for a few people. One of the few practical challenges to the status quo was the UK 'A' level syllabuses for London and the AEB (both strangely absent from this book as from most others!). Now we find that in many nations, if not the UK, EE is a major part of the political agenda. This book seeks to show just how much has been achieved. Starting with an historical overview, the 11 chapters cover a wide range of topics: international contributions (IEEP/UNEP), university education, formal and non-formal sectors, as well as pedagogical approaches (projects, checklists etc.). As one has come to expect with work from Bradford there are numerous case studies and references to follow up. Perhaps the most interesting are the final three chapters. Here, the reader is presented with challenges. The first deals with the use of projects as a vehicle for learning. We are so used to see the school project that it's refreshing to see wider community uses for this humble pedagogical tool. Next follows a checklist for informal education. Based on Tilden's classic interpretive work this too-short offering sets out parameters for others to follow. Finally, Leal Filho broadens the whole idea of EE by putting it in the context of broader educational goals e.g. development education but also linking it to ideas of using "indigenous knowledge".

Both books are useful in that they collect more material about EE. They should be on the reading list of any university education department dealing with these subjects. For those following this field the way is made easier by the work they have done. For those of us whose work pre-dates Belgrade there is the feeling that what is really needed is a comprehensive attack on the history and principles of EE rather than another selection of cases.