It is clear that the above can lead to confusion when scientists of different countries are trying to communicate with each other. Another example is the burrowing rodent called a gopher found throughout the western United States. In the southeastern United States the term gopher refers to a burrowing turtle very similar to the desert tortoise found in the American southwest. One final example; two North American mammals known as the elk and the caribou are known in Europe as the reindeer and the elk. We never sing “Rudolph the Red-nosed elk”! Confused? This was the reason for creating an internationally recognized system of naming organisms. To avoid confusion, living organisms are assigned a scientific name based on Latin or Latinized words. The English sparrow is Passer domesticus or Passer domesticus (italics or underlining these two names is the official written representation of a scientific name). Using a uniform naming system allows scientists from all over the world to recognize exactly which life form a scientist is referring to. The naming process is called the binomial system of nomenclature. Passer is comparable to a surname and is called the genus, while domesticus is the specific or species name (like your given name) of the English sparrow. Now scientists can give all sparrow-like birds the genus Passer but the species name will vary. All similar genera (plural for genus) can be grouped into another, “higher” category (see below). Study the following for a more through understanding of taxonomy. Taxonomy Analogy Kingdom: Animalia Country

Diversity of life

13 EADERS of Mr. Bertrand Russell's philosophical £v works know that one of his pupils before the outbreak of the war, an Austrian, Mr. Ludwig Wittgenstein, caused him to change his views in some important particulars. Curiosity can now be satisfied. The “Tractatus Logico-Philosophicus “which Mr. Ogden has included in his new library of philosophy is a remarkable and strikingly original work. It is published in German and English in parallel pages. It is difficult to appreciate the reason for this, seeing that the author is evidently familiar with our language and has himself carefully revised the proofs of the translation. Also we should have liked to have the Tractatus without Mr. Russell's Introduction, not, we hasten to add, on account of any fault or shortcoming in that introduction, which is highly appreciative and in part a defence of himself, in part explanatory of the author, but for the reason that good wine needs no bush and that Mr. Russell's bush has the unfortunate effect of dulling the palate instead of whetting the appetite. In his penultimate sentence Mr. Russell says; “To have constructed a theory of logic which is not at any point obviously wrong is to have achieved a work of extraordinary difficulty and importance.” We agree, but how uninspiring when compared with Mr. Wittgenstein's own statement of aim: “What can be said at all can be said clearly, and whereof one cannot speak, thereof one must be silent.” Tractatus Logico-Philosophicus. By Ludwig Wittgenstein. (International Library of Psychology, Philosophy and Scientific Method.) Pp. 189. (London: Kegan Paul and Co., Ltd.; New York: Harcourt, Brace and Co., Inc., 1922.) 10s. 6d. net.

Tractatus Logico-Philosophicus

Schooling in Capitalist America.

Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students

Purpose – This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach – The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document “The Future we Want”. It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings – Sustainable development is and will continue to be a matter of subst...

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The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development

Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro‐environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people’s experiences. The article argues that the cognitive and affective domains need to be explicitly integrated in a science education that informs environmental education, as a sense of relationship is essential for environmental care and responsibility leading to informed action. The features of such approaches to science education are discussed through analysis of the impact of modern and constructive postmodern science education models on environmental education, and possible strategies for making connections between cognitive and affective domains are proposed. The analysis incorporates the development of positive approaches to science and environmental issues through teacher modelling of biophilic behavi...

Science education for environmental awareness: approaches to integrating cognitive and affective domains

Purpose – The purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university.Design/methodology/approach – Research tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS.Findings – Clear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS...

A systems approach to education for sustainability in higher education

This book presents an international perspective on environmental education and specifi cally the infl uence that context has on this aspect of curriculum. The focus is on environmental education both formal and non formal and the factors that impact upon its effectiveness, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc.). An important feature of the book is that it draws upon a diverse range of experiences from local experts in 25 countries. The book addresses topics such as: the development of environmental education in different countries, its implementation, the infl uence of political, cultural, societal or religious mores, governmental or ministerial drives, economic or other pressures driving curriculum reform, the infl uence of external assessment regimes on environmental education, and so on. Enironm etal Edcation in Cotext Neil Tylor, M icael Litedyke, Cris am es nd Rhard K. oll (ds.) Environmental Education in Context

Environmental Education in Context: An International Perspective of the Development of Environmental Education

Education for Sustainability in the Primary Curriculum: A guide for teachers

This paper reports on two case study examples of schools identified from Gloucestershire primary schools as showing particularly good practice in developing the concept of a Health Promoting School. The schools were selected from research projects linked to the Growing Schools programme for promoting children's understanding of food production and consumption, and the Gloucestershire Food Strategy for promoting healthy eating patterns in school children. Examples of curriculum development and associated pedagogy, school organization for democratic involvement of all its participants, and practical changes in the provision of eating choices are presented. These illustrate how integration of critical thinking and changes to the schools' provision of choices for healthy eating patterns can influence children's understanding and behaviour towards diet and health. The key factors that influenced such changes in the schools are identified as: clear leadership with vision from the head teacher, community involvement, ownership of processes of change by all participants, critical thinking as a focus for processes of learning; integrated practice to link experience and understanding, and the school acting as a model for good practice in health and environmental matters.

Michael Littledyke

Papers

Science education for environmental awareness: approaches to integrating cognitive and affective domains

A systems approach to education for sustainability in higher education

Environmental Education in Context: An International Perspective of the Development of Environmental Education

Education for Sustainability in the Primary Curriculum: A guide for teachers

Health promoting schools: integrated practices to develop critical thinking and healthy lifestyles through farming, growing and healthy eating