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The first climate change conference was held in 1979 in Geneva and sponsored by the World Meteorological Organization. Since then there have been many other initiatives and accords along the way. Each report appears to present an evermore grim picture than the previous one. Cumulatively, we have had more than enough science to know what to do, and yet we still hurtle towards catastrophe. From an educational perspective, this paper explores two questions: What will it take to nurture healers and restorers of the earth? And what holds us back? These questions are examined, as they relate to teacher education, through the lens of "wild pedagogies." Two new touchstones explicitly for teacher educators are developed in response.

Preamble: Singers gathering on stage. This is a paper for three voices. An attempt at a philosophic experience in the symphonic form. The first voice carries the tune and holds the shape of the paper as it focuses on Baudrillard and proposes that public education in Canada today is in fact a simulacra. The second voice has more room to roam, tracing some of the Western philosophical underpinnings of Baudrillard's stages of the simulacra from Aristotle to Saussure's centralization of human language and out to the disappearance of the signified altogether. And the third voice, plays a parallel tune to the first two but focuses on the evolution of education for sustainable development. Eventually all three voices find harmonies around the challenges of their respective simulacrum (i.e. public education, human language, and education for sustainable development) and will, as a dramatic conclusion, seek to offer some important educational implications. We have employed, as seen above, different fonts for each voice and divided the paper along symphonic lines (i.e. sonata, adagio, scherzo, and rondo) with each movement being accompanied by one stage of Baudrillard's development of the simulacra. We encourage the reader to think of this paper as a philosophical score choosing to read each voice separately or all three together seeking resonances along the way.

Wild pedagogies are about rethinking our relationships within the world and represent a desire to let go of an overabundant sense of control, to invite the places we visit to become an integral part of our educational work and to respond to provocations in spontaneous, and at times unforeseen, ways. In this paper we provide a contextual background for wild pedagogies and outline key ideas that underpin this special issue of the "Journal of Outdoor and Environmental Education." In doing so we situate some of these underpinning ideas within touchstones -- intended as provocations and reminders of what we are trying to achieve. The touchstones described include: agency and the role of nature as co-teacher; wildness and challenging ideas of control; locating the wild; complexity, the unknown, and spontaneity; time and practice; and cultural change. These touchstones are drawn from experiments in practice and attempt to bring the more-than-human world actively into educational conversations.

This work, comprised of pinhole photographs paired with written text, represents a series of ontological experiments with participants on a rafting expedition, on the Franklin River, lutruwita (Tasmania). Through photographic experiences in this landscape these experiments interrogated ideas about ways to represent places and ideas. We began with informal riverside workshops on pinhole photography followed by making pictures and developing them during the river journey. The home-made pinhole camera used by participants in the making of these photographs had neither a lens nor a viewfinder, thus the making of photographs demanded a certain sensual presence. The written expression of this work is partly comprised of reflections on the experiences of participants, some of whom engaged directly in this making. Participants were asked to consider what drew their attention to particular photographic images, and what feelings, emotions, experiences, memories or thoughts these chosen images evoked. These reflections are conjoined with musings on wild, self-willed and educational opportunities therein. The way in which this work is deliberately presented is reminiscent of a lyric philosophy (Zwicky 1992, 2003) that seeks to engage the reader, in this case through visual and linguistic representations, with patterned resonance.

This paper contextualizes the 5th World Environmental Education Congress, discusses the theoretical underpinnings of the Congress theme "Earth Our Common Home," and relates this theorizing to the research project that was woven through the Congress. We provide a rationale for engaging in this research project, as an invitation for Congress participants to have a say in co-constructing an image of environmental education and a vision for its shared future. The results describe an ever changing, and increasingly complex field. They are also presented as converging and diverging pluralities that can provide critical traction for practitioners who wish to critically reflect on ongoing developments in environmental education. (Contains 3 figures.)

This article is a small piece of a much larger and still evolving project. Herein we focus on six touchstones for wild pedagogies. The article begins with a short orientation to the larger ideas behind the project and then focuses on exploring six current touchstones with a view towards early childhood environmental educators. The six explored here are: (1) agency and the role of nature as co-teacher; (2) wildness and challenging ideas of control; (3) complexity, the unknown, and spontaneity; (4) locating the wild; (5) time and practice; and (6) cultural change.

I propose that for ethics to become a normal activity, practiced by citizens on a daily basis, we begin by identifying barriers to this activity. Once things that get in the way have been identified, I examine ways that environmental educators can create conditions for ethics to become part of mainstream practices and processes of inquiry--to become a serious educational endeavor. Some practical examples and suggestions are provided. (Contains 3 notes.)

Employs a dialogical style to explore the interface between Arne Naess's views about deep ecology and education. Themes examined include the educational implications of the 'deep' questioning process and other formulations of environmental thought. (DDR)

Suggests that rather than establish normative criteria, it may be more fruitful to find ways to engage teachers in critical reflection on their own practice and teaching. Constructs a series of questions to create conditions for such reflection. (Author/CCM)

Argues that defining environmental education not only entails more than just critiquing definitions of this field, but more fundamentally, critiquing the process by which education is defined. Concludes that definitions should be thought of as processes in which teachers, administrators, and scholars are all participants. Contains 40 references. (JRH)

This response problematizes Stefan Bengtsson's (2016) defense of education for sustainable development. He argues that sustainable development and education for sustainable development are not globalizing and hegemonic discourses, as some have claimed, and uses case-study analysis of Vietnamese policy documents to support his claims. He observes contestation and dissensus within these documents, and that, for him, is at odds with his conceptions of hegemony and paradigmatic status. He also suggests that this dissensus provides openings for opposition and resistance. I argue, on the contrary, that disagreement, dissent, anomalies, and counter-hegemonic forces have always been part of hegemonic struggles and paradigmatic states--and shifts. Bengtsson and I do agree about the importance of dissensus and resistance; however, important choices remain to be made about what concepts and contexts of dissensus are most educationally valuable. For example, I show that Bengtsson's Vietnamese policy data suggests that although dissensus exists, sustainable development and education for sustainable development have had little impact in generating counter-hegemonic discourse, resistance, anomalous responses, or creative alternatives in the environmental and social policy. Based on the data, sustainable development does not seem to have much traction. I argue that a useful approach would be to focus on understandings currently absent or underrepresented in contemporary education. Particularly important are the understandings required to think differently and to become different beings. Throughout, attention has been given to developing educational experiences that arise that shift the way learners carry themselves in the world, enact their etiquette, and broaden their ontological positioning, and commensurate understandings.

This paper is comprised of written text and photographs of wild experiences that relive a series of ontological experiments. The text represents reflections on these experiences. The photographs, artistic expressions of the same experiences, have been made with a homemade pinhole camera--without a lens and viewfinder--thus demanding special sensual presence during creation. The form of this experimental work is reminiscent of a lyric philosophy that seeks to engage the participant--reader of text and viewer of images--with these experiments. Component pairings are arranged for viewing with text on the left and photographs on the right. Together these parings invite participants to explore patterned resonances in the world. Implicit throughout are considerations of relationships between wildness, wild learning, and a form of wild pedagogy.

When considering a topic as broad as research in environmental education it seems worthwhile, at the onset, to make some basic distinctions: (1) establishing research priorities is not simply an empirical question; and (2) a much more challenging task is to more clearly understand the nature of the questions to which we seek answers. How do we go about furthering our understanding of concepts central to our field of study? In exploring this question, conceptual analysis is an important research area that it is not simply an option, but rather a logical necessity if there is to be established greater coherence within environmental education. Environmental educators must understand that their field is full of inherently difficult concepts that exist as abstractions in the minds of men and women. What this means is that concepts central to environmental education are "not" amenable to standardisation or precise definition and they "are" subject to careless application and misuse. Communication depends upon the presence of shared meaning, and conceptual analysis is concerned with seeking and understanding the basis for such meaning.

Processes of normalizing assumptions and values have been the subjects of theoretical framing and critique for several decades now. Critique has often been tied to issues of environmental sustainability and social justice. Now, in an era of global warming, there is a rising concern that the results of normalizing of present values could be catastrophic. Often, when such concerns arise, education is invoked as a remedial tool, a solution to a crisis and a way of imposing change. However, education is a much-used, yet complicated and sometimes paradoxical, term. Appropriate educational responses to "catastrophes" are contentious, messy and inherently interdisciplinary. This paper will explore intersections of educational philosophy, environmental ethics and social theory to provide some considerations for framing educational responses to the "normalizing of catastrophe". (Contains 7 figures and 4 notes.)

This paper shares our experiences using pinhole photography with adolescents as both a pedagogical tool to support and deepen adolescent experiences in wild nature, and as a visual methodological tool to elucidate their experiences. Reflecting on a journey that explored the nature-based experiences of two adolescents on a family canoe trip in Northern Canada, examples of findings are presented that contextualize study participants within the literature to illustrate pinhole photography's viability for the study of adolescent experiences in wild nature. Pinhole photography proved to be a medium to intensify the adolescents' embodied presence and sense of place, and helped them to anchor their experiences in wild nature for ensuing reflection and focused discussion. Pinhole photography's inherent strengths and challenges are discussed and recommendations presented for its future use as a methodological and 'slow' pedagogical tool in the study of outdoor education and/or environmental education. Keywords: outdoor education, environmental education, adolescents, pinhole photography, photo elicitation, slow photography, slow pedagogy, pedagogy of place, Introduction Opportunities for adolescents to participate in extended journeys in remote and challenging environments are rare; as such, our remote 16-day canoe journey in Northern Canada's Yukon Territory afforded a [...]

In this dialogue between two friends and colleagues with different takes on education for sustainability, Canadian environmental education scholar Bob Jickling argues that education "for" any cause is not true education, which should strive to prepare minds to create new ideas, not follow a doctrine. Since we don't have solutions to sustainability, we should prepare students to create them. Wageningen University professor and UNESCO's global report coordinator for the UN Decade of Education for Sustainable Development, Arjen Wals, argues that education is only useful when we reflect on what kind of education and for what purpose. Otherwise, as David Orr pointed out, more education will only "equip people to become more effective vandals of the Earth". (Contains 2 notes.)

This article traces the development of the World Environmental Congress movement and its establishment as an important international forum. Reflecting on the 5th Congress, it notes the particular contribution of the Congress theme, "Our Common Home". Finally, it considers environmental education's place alongside other parallel transformative education discourses that similarly seek to imagine radically new stories to live by. (Contains 3 figures.)

This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of "education" and "ethics", and that they point to an area of research that deserves more attention. In describing the intersecting nature of these ideas, I show that how education is conceived in turn shapes interpretations of ethics, and vice versa. Seen this way, I also show how ethics inquiry in an educational context can be conceived as a means to explore controversy, dissonance, unconventional ideas, and to imagine new possibilities. Finally, I argue that research at this intersection of education and ethics can provide insights that can enable us to teach, inquire, and ultimately live as if the world mattered. (Contains 1 note and 2 figures.)

This study contends that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development. This internationally propagated conversion can be challenged from many vantage points. This study identifies anomalies that have arisen as international organizations such as UNESCO have championed this conversion, and discusses issues arising from these anomalies in light of the nature and purposes of education. This study presents a heuristic that has helped one to support a better understanding of the relationships between sustainable development, environmental thought, democracy, and education. (Contains 2 figures and 7 notes.)

In Canada education for sustainable development is not flourishing. This may seem curious as The Decade of Education For Sustainable Development is now well underway. But this isn't a bad news story. There are interesting dynamics at play and many great initiatives are emerging. This assessment is a story too. There are many ways of interpreting events and the analysis presented here is one; there will be others. In telling this story, especially for a brief article, I've made no attempt to provide a comprehensive survey of Canadian activities. Rather, I have taken a closer look at some key events and trends and discussed ways that they might be understood.

This article takes the view that in a globalizing context the concept of "sustainable development" should not be assumed uncritically. Further, tensions arise when education is constructed as an instrument for the implementation of this concept, as manifest in the term "education for sustainable development". With critical concern about sustainable development and the tensions arising out of an agenda of educational determinism, this article presents a series of cautions about education for sustainable development. While much good work is being done by educators who work under the label "sustainable development", I argue in the end that education should provide the capacity to transcend this particular conception--to reach outside and beyond sustainable development. (Contains 1 note.)

Explains that there will always be uncertainty about educationally appropriate responses to controversial issues. Education suggests a fluidity of meaning that shifts across a range of contexts, and what needs to be done will be found on a case-by-case and context-by-context basis in a mediated and negotiated third space. (Contains 48 references.) (Author/YDS)

It is higher education's responsibility continuously to challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio-scientific disputes. The ill-defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability--its need for contextualization and the debate surrounding it--pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This article explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability. (Contains 1 figure and 1 footnote.)

Examines the limitations associated with the language of sustainability and their implications for environmental thinking. Explores what sustainability is not by using the idea of digital watches as a metaphor. Uses contemporary examples from advertising, curriculum development, and wildlife management to illustrate the central theme. (Author/SAH)

Acknowledges that the term "education for the environment" has generated powerful images and proposes that the term has become a slogan. Identifies anomalies and inconsistencies associated with the use of the term. Contains 41 references. (DDR)