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. This definitive edition edited by 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.

This is a 'Whole Earth Catalog' for the 21st century: an impressive and wide-ranging analysis of what's wrong with our societies, organizations, ideologies, worldviews and cultures - and how to put them right. The book covers the finance system, agriculture, design, ecology, economy, sustainability, organizations and society at large. In it, Daniel Wahl explores ways in which we can reframe and understand the crises that we currently face and explores how we can live our way into the future. Moving from patterns of thinking and believing to our practice of education, design and community living, he systematically shows how we can stop chasing the mirage of certainty and control in a complex and unpredictable world. The book asks how can we collaborate in the creation of diverse regenerative cultures adapted to the unique biocultural conditions of place? How can we create conditions conducive to life? "This book is a valuable contribution to the important discussion of the worldview and value system we need to redesign our businesses, economies, and technologies - in fact, our entire culture - so as to make them regenerative rather than destructive." Fritjof Capra, author of The Web of Life, coauthor of The Systems View of Life: A Unifying Vision. "This is an excellent addition to the literature on ecological design and it will certainly form a keystone in the foundations of the new MA in Ecological Design Thinking at Schumacher College, Devon. It not only contains a wealth of ideas on what Dr Wahl has termed 'Designing Regenerative Cultures' but what is probably more important, it provides some stimulating new ways of looking at persistent problems in our contemporary culture and hence opens up new ways of thinking and acting in the future." Seaton Baxter OBE, Professor in Ecological Design Thinking, Schumacher College, UK

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. This definitive edition edited by 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.

These eighteen essays present innovative perspectives on global policies by introducing new concepts and by redefining others within the ecological framework. The authors explore a variety of ecological issues: food supply, oceanic pollution, climate disruption, and the more general need for equitable resource management. The relationship of environmental issues to other priorities in world politics is also examined, and a foundation is laid for creative reevaluation of international relations.
Originally published in 1979.
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For more than three decades, David Orr has been one of the leading voices of the environmental movement, championing the cause of ecological literacy in higher education, helping to establish and shape the field of ecological design, and working tirelessly to raise awareness of the threats to future generations posed by humanity's current unsustainable trajectory. "Hope Is an Imperative" brings together in a single volume Professor Orr's most important works, including classics such as "What Is Education For?" one of the most widely reprinted essays in the environmental literature, "The Campus and the Biosphere", which helped launch the green campus movement, and "Loving Children: A Design Problem", which renowned theologian and philosopher Thomas Berry called 'the most remarkable essay I've read in my whole life'. The book features thirty-three essays, along with an introductory section that considers the evolution of environmentalism, section introductions that place the essays into a larger context, and a foreword by physicist and author Fritjof Capra. "Hope Is an Imperative" is a comprehensive collection of works by one of the most important thinkers and writers of our time. It offers a complete introduction to the writings of David Orr for readers new to the field, and represents a welcome compendium of key essays for long-time fans. The book is a must-have volume for every environmentalist's bookshelf.

Citizens expect their governments to lead on sustainability. But from largely disappointing international conferences like Rio II to the U.S.'s failure to pass meaningful climate legislation, governments' progress has been lackluster. That's not to say leadership is absent; it just often comes from the bottom up rather than the top down. Action--on climate, species loss, inequity, and other sustainability crises--is being driven by local, people's, women's, and grassroots movements around the world, often in opposition to the agendas pursued by governments and big corporations. These diverse efforts are the subject of the latest volume in the Worldwatch Institute's highly regarded State of the World series. The 2014 edition, marking the Institute's 40th anniversary, examines both barriers to responsible political and economic governance as well as gridlock-shattering new ideas. The authors analyze a variety of trends and proposals, including regional and local climate initiatives, the rise of benefit corporations and worker-owned firms, the need for energy democracy, the Internet's impact on sustainability, and the importance of eco-literacy. A consistent thread throughout the book is that informed and engaged citizens are key to better governance. The book is a clear-eyed yet ultimately optimistic assessment of citizens' ability to govern for sustainability. By highlighting both obstacles and opportunities, State of the World 2014 shows how to effect change within and beyond the halls of government. This volume will be especially useful for policymakers, environmental nonprofits, students of environmental studies, sustainability, or economics--and citizens looking to jumpstart significant change around the world.

In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination; causes students to worry about how to make a living before they know who they are; overemphasizes success and careers; separates feeling from intellect and the practical from the theoretical; deadens the sense of wonder for the created world. The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.

The essays in this volume were written between 1984 and 1989 for different audiences and for different purposes. They represent an extended reflection on the crisis of sustainability now looming before the modern world, and what this portends for the theory and practice of education.

A leading environmental thinker takes a hard look at the obstacles and possibilities on the long road to sustainability This gripping, deeply thoughtful book considers future of civilization in the light of what we know about climate change and related threats. David Orr, an award-winning, internationally recognized leader in the field of sustainability and environmental education, pulls no punches: even with the Paris Agreement of 2015, Earth systems will not reach a new equilibrium for centuries. Earth is becoming a different planet-more threadbare and less biologically diverse, with more acidic oceans and a hotter, more capricious climate. Furthermore, technology will not solve complex problems of sustainability. Yet we are not fated to destroy the Earth, Orr insists. He imagines sustainability as a quest and a transition built upon robust and durable democratic and economic institutions, as well as changes in heart and mindset. The transition, he writes, is beginning from the bottom up in communities and neighborhoods. He lays out specific principles and priorities to guide us toward enduring harmony between human and natural systems.

Confronting Climate Crises through Education: Reading Our Way Forward envisions the responsibility of public education to engage a citizenry more prepared to address the challenges of a changing world. Young advocates a paradigm shift that positions ecopedagogy as the central organizing principle of curriculum and assessment design. Each chapter outlines ways literature can serve as a cultural lens for examining the complex patterns of contexts behind our most pressing climate concerns, including potential solutions these patterns may illuminate. A focus on fiction and non-fiction exemplars that can provide such a lens illustrates practical steps educators can take to develop instruction around the immediately relevant environmental crises we are experiencing and to inspire more ecologically conscious, globally-minded problem-solvers prepared to confront them.

Confronting Climate Crises through Education: Reading Our Way Forward envisions the responsibility of public education to engage a citizenry more prepared to address the challenges of a changing world. Young advocates a paradigm shift that positions ecopedagogy as the central organizing principle of curriculum and assessment design. Each chapter outlines ways literature can serve as a cultural lens for examining the complex patterns of contexts behind our most pressing climate concerns, including potential solutions these patterns may illuminate. A focus on fiction and non-fiction exemplars that can provide such a lens illustrates practical steps educators can take to develop instruction around the immediately relevant environmental crises we are experiencing and to inspire more ecologically conscious, globally-minded problem-solvers prepared to confront them.

The environmental movement has often been accused of being overly negative--trying to stop "progress." The Nature of Design, on the other hand, is about starting things, specifically an ecological design revolution that changes how we provide food, shelter, energy, materials, and livelihood, and how we deal with waste.
Ecological design is an emerging field that aims to recalibrate what humans do in the world according to how the world works as a biophysical system. Design in this sense is a large concept having to do as much with politics and ethics as with buildings and technology.
The book begins by describing the scope of design, comparing it to the Enlightenment of the 18th century. Subsequent chapters describe barriers to a design revolution inherent in our misuse of language, the clockspeed of technological society, and shortsighted politics. Orr goes on to describe the critical role educational institutions might play in fostering design intelligence and what he calls "a higher order of heroism."
Appropriately, the book ends on themes of charity, wilderness, and the rights of children. Astute yet broadly appealing, The Nature of Design combines theory, practicality, and a call to action.