In The Nature-Study Idea, Liberty Hyde Bailey articulated the essence of a social movement, led by ordinary public-school teachers, that lifted education out of the classroom and placed it into firsthand contact with the natural world. The aim was simple but revolutionary: sympathy with nature to increase the joy of living and foster stewardship of the earth. With this definitive edition, John Linstrom reintroduces The Nature-Study Idea as an environmental classic for our time. It provides historical context through a wealth of related writings, and introductory essays relate Bailey's vision to current work in education and the intersection of climate change and culture. In this period of planetary turmoil, Bailey's ambition to cultivate wonder (in adults as well as children) and lead readers back into the natural world is more important than ever.

L.M. Montgomery's writings are replete with enchanting yet subtle and fluid depictions of nature that convey her intense appreciation for the natural world. At a time of ecological crises, intensifying environmental anxiety, and burgeoning eco-critical perspectives, L.M. Montgomery and the Matter of Nature(s) repositions the Canadian author's relationship to nature in terms of current environmental criticism across several disciplines, introducing a fresh approach to her life and work. Drawing on a wide range of Montgomery's novels as well as her journals, this collection suggests that socio-ecological relationships encompass ideas of reciprocity, affiliation, autonomy, and the capacity for transformation in both the human and more-than-human worlds, and that these ideas are integral to Montgomery's vision and her literary legacy. Framed by the twin themes of materiality and interrelationships, essays by scholars of literature, law, animal studies, anthropology, and ecology examine place, embodiment, and difference in Montgomery's works and embrace the multiplicities embedded in the concept of nature. Through innovative critical approaches, L.M. Montgomery and the Matter of Nature(s) opens up conversations about humans' interactions with nature and the material environment.

The concept of framing has long intrigued and troubled scholars in fields including philosophy, rhetoric, media studies and literary criticism. But framing also has rich implications for environmental debate, urging us to reconsider how we understand the relationship between humans and their ecological environment, culture and nature. The contributors to this wide-ranging volume use the concept of framing to engage with key questions in environmental literature, history, politics, film, TV, and pedagogy. In so doing, they show that framing can serve as a valuable analytical tool connecting different academic discourses within the emergent interdisciplinary field of the environmental humanities. No less importantly, they demonstrate how increased awareness of framing strategies and framing effects can help us move society in a more sustainable direction.

This is the academic Age of the Neoliberal Arts. Campuses—as places characterized by democratic debate and controversy, wide ranges of opinion typical of vibrant public spheres, and service to the larger society—are everywhere being creatively destroyed in order to accord with market and military models befitting the academic-industrial complex. While it has become increasingly clear that facilitating the sustainability movement is the great 21st century educational challenge at hand, this book asserts that it is both a dangerous and criminal development today that sustainability in higher education has come to be defined by the complex-friendly “green campus” initiatives of science, technology, engineering and management programs. By contrast, Greening the Academy: Ecopedagogy Through the Liberal Arts takes the standpoints of those working for environmental and ecological justice in order to critique the unsustainable disciplinary limitations within the humanities and social sciences, as well as provide tactical reconstructive openings toward an empowered liberal arts for sustainability. Greening the Academy thus hopes to speak back with a collective demand that sustainability education be defined as a critical and moral vocation comprised of the diverse types of humanistic study that will benefit the well-being of our emerging planetary community and its numerous common locales.

The authoritative biography of the marine biologist and nature writer whose book Silent Spring inspired the global environmentalist movement. In a career that spanned from civil service to unlikely literary celebrity, Rachel Carson became one of the world’s seminal leaders in conservation. The 1962 publication of her book Silent Spring was a watershed event that led to the banning of DDT and launched the modern environmental movement. Growing up in poverty on a tiny Allegheny River farm, Carson attended the Pennsylvania College for Women on a scholarship. There, she studied science and writing before taking a job with the newly emerging Fish and Wildlife Service. In this definitive biography, Linda Lear traces the evolution of Carson’s private, professional, and public lives, from the origins of her dedication to natural science to her invaluable service as a brilliant, if reluctant, reformer. Drawing on unprecedented access to sources and interviews, Lear masterfully explores the roots of Carson’s powerful connection to the natural world, crafting a “fine portrait of the environmentalist as a human being” (Smithsonian). “Impressively researched and eminently readable . . . Compelling, not just for Carson devotees but for anyone concerned about the environment.” —People “[A] combination of meticulous scholarship and thoughtful, often poignant, writing.” —Science “A sweeping, analytic, first-class biography of Rachel Carson.” —Kirkus Reviews

Ultimately, as Ralph Lutts demonstrates in The Nature Fakers, the dialogue resulted in a new standard of accuracy for the responsible nature writer and reflected a new way of thinking about moral responsibilities to wildlife.

John Burroughs, the genial and tremendously popular author of the nineteenth and early twentieth centuries, has gained renewed appreciation at the end of the twentieth century. His quiet approach to nature writing—a combination of scientific observation and poetic spirit, has informed generations of readers. This book is a testament to the importance of his work in modern literature. In addition to exploring the historical aspects of Burroughs's life and character, these works illuminate his role as a writer and his relationships with such contemporaries as Whitman, Thoreau, Emerson, and Muir. Frank Bergan discusses Burroughs as environmentalist, Bill McKibben writes on Burroughs and the call of the "not so wild," Daniel Payne expounds on Burroughs's religion of nature, Wendell Berry considers the sacred economy of homesteading, and Ralph Black provides an analysis on Burroughs and the poetics of the nature essay. This book will have special appeal to those interested in nature writing, American literature, and environmental and cultural history of New York State. A section on the history and current use of Burroughs's work in the classroom also makes the book a valuable resource for teachers.

For many of us, thinking about the future conjures up images of Cormac McCarthy’s The Road: a post-apocalyptic dystopia stripped of nature. Richard Louv, author of the landmark bestseller Last Child in the Woods, urges us to change our vision of the future, suggesting that if we reconceive environmentalism and sustainability, they will evolve into a larger movement that will touch every part of society. This New Nature Movement taps into the restorative powers of the natural world to boost mental acuity and creativity; promote health and wellness; build smarter and more sustainable businesses, communities, and economies; and ultimately strengthen human bonds. Supported by groundbreaking research, anecdotal evidence, and compelling personal stories, Louv offers renewed optimism while challenging us to rethink the way we live.

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy. Education is commonly divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship. A right to education has been recognized by some governments and the United Nations. In most regions, education is compulsory up to a certain age. This comprehensive book covers almost all aspects of education required for student of education. It covers the syllabi of various universities. The contents of the book encircle the basic understanding of education, formal-informal and non-formal education, aims and objectives of education, curriculums, peer education, education values, etc. This book can also be useful to the teachers and research scholars as a reference material.