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.

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.

Why were Prometheus and Loki envisioned as chained to rocks? What was the Golden Calf? Why are mirrors believed to carry bad luck? How could anyone think that mortals like Perseus, Beowulf, and St. George actually fought dragons, since dragons don't exist? Strange though they sound, however, these "myths" did not begin as fiction. This absorbing book shows that myths originally transmitted real information about real events and observations, preserving the information sometimes for millennia within nonliterate societies. Geologists' interpretations of how a volcanic cataclysm long ago created Oregon's Crater Lake, for example, is echoed point for point in the local myth of its origin. The Klamath tribe saw it happen and passed down the story--for nearly 8,000 years. We, however, have been literate so long that we've forgotten how myths encode reality. Recent studies of how our brains work, applied to a wide range of data from the Pacific Northwest to ancient Egypt to modern stories reported in newspapers, have helped the Barbers deduce the characteristic principles by which such tales both develop and degrade through time. Myth is in fact a quite reasonable way to convey important messages orally over many generations--although reasoning back to the original events is possible only under rather specific conditions. Our oldest written records date to 5,200 years ago, but we have been speaking and mythmaking for perhaps 100,000. This groundbreaking book points the way to restoring some of that lost history and teaching us about human storytelling.

This pathfinding collection--by premier psychotherapists, thinkers, and eco-activists in the field--shows how the health of the planet is inextricably linked to the psychological health of humanity, individually and collectively. It is sure to become a definitive work for the ecopsychology movement. Forewords by Lester O. Brown and James Hillman.

Articles refer to teaching at various different levels from kindergarten to graduate school, with sections on teaching: geologic time, space, complex systems, and field-work. Each section includes an introduction, a thematic paper, and commentaries.

Video Mind, Earth Mind is a collection of texts (1968-1991) by Paul Ryan offering ideas about how video and television can be used to respond to our ecological crisis. For example, Mr. Ryan presents the development of a teachable method for using video to interpret the natural world. Based on this method, he articulates a systemic way of using television to ground human communication in ecological systems. He argues that grounding our television communications in ecological systems will help control our runaway destruction of this planet and shape ways of living on earth that are sustainable.

Ketchvar III's mission is simple: travel to Planet Earth, inhabit the body of an average teenager, and determine if the human race should be annihilated. And so Ketchvar—who, to human eyes, looks just like a common snail—crawls into the brain of one Tom Filber and attempts to do his analysis. At first glance, Tom appears to be the perfect specimen—fourteen years old, good health, above average intelligence. But it soon becomes apparent that Tom Filber may be a little too average—gawky, awkward, and utterly abhorred by his peers. An alien within an alien's skin, Ketchvar quickly finds himself wrapped up in the daily drama of teenage life—infuriating family members, raging bullies, and undeniably beautiful next-door neighbors. And the more entangled Ketchvar becomes, the harder it is to answer the question he was sent to Earth to resolve: Should the Sandovinians release the Gagnerian Death Ray and erase the human species for good? Or is it possible that Homo sapiens really are worth saving? Wickedly wry and hysterically skewed, David Klass's take on teen life on our fabulously flawed Planet Earth is an engrossing look at true friends, truer enemies, and awkward alien first kisses. Stuck on Earth is a 2011 Bank Street - Best Children's Book of the Year.