Abstract
This is a version of a paper presented at the Second National Conference of the Australian Association for Environmental Education held in Brisbane in August 1982.This paper will begin with an attempt to address the question: “What presuppositions about teaching and curriculum are embedded in the developed conception of environmental education as education for the environment?” The answers advanced here will be tentative in nature and obviously incomplete. They will, however, allow the discussion to advance to a consideration of teacher behaviours compatible with the education for the environment concept, and to an appreciation of the dilemmas confronting teachers of environmental education so conceived.
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