PLEASE SCROLL DOWN FOR ARTICLE This article was downloaded by: [Canadian Research Knowledge Network] On: 21 October 2010 Access details: Access Details: [subscription number 783016864] Publisher Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37- 41 Mortimer Street, London W1T 3JH, UK Environmental Education Research Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713416156 Environmental education, resilience, and learning: reflection and moving forward Marianne E. Krasnya Cecilia Lundholmbc Ryan Plummercd a Department of Natural Resources, Cornell University, Ithaca, New York, USA b Department of Education, Stockholm University, Sweden c Department of Tourism and Environment, Brock University, St. Catharines, Ontario, Canada d Stockholm Resilience Centre, Stockholm University, Sweden Online publication date: 20 October 2010 To cite this Article Krasny, Marianne E. , Lundholm, Cecilia and Plummer, Ryan(2010) 'Environmental education, resilience, and learning: reflection and moving forward', Environmental Education Research, 16: 5, 665 — 672 To link to this Article: DOI: 10.1080/13504622.2010.505445 URL: http://dx.doi.org/10.1080/13504622.2010.505445 Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

Environmental Education Research Vol. 16, Nos. 5–6, October–December 2010, 665–672 ISSN 1350-4622 print/ISSN 1469-5871 online © 2010 Taylor & Francis DOI: 10.1080/13504622.2010.505445 http://www.informaworld.com Environmental education, resilience, and learning: reflection and moving forward Marianne E. Krasnya*, Cecilia Lundholmb,c and Ryan Plummerc,d aDepartment of Natural Resources, Cornell University, Ithaca, New York, USA bDepartment of Education, Stockholm University, Sweden cDepartment of Tourism and Environment, Brock University, St. Catharines, Ontario, Canada dStockholm Resilience Centre, Stockholm University, Sweden Taylor CEER_A_505445.sgmFrancisand (Received 23 December 2009 final version received 1 February 2010) 10.1080/13504622.2010.505445ResearchEducationArticle& Environmental 1350-4622 (print)/1469-5871 (online) Original 2010 Taylor Francis 16 5 0000002010 MarianneKrasny mek2@cornell.edu Social–ecological resilience, a rapidly expanding area of scholarship internationally, seeks to understand how society and ecosystems mediate, adapt, and learn from change. This special issue is a pioneering attempt to explore the overlap of resilience, learning, and environmental education, in which four broad perspectives have emerged: (1) environmental education and learning may foster attributes of resilient social–ecological systems (e.g., biological diversity, participatory forms of governance, short feedback loops) (2) environmental education should not be viewed as an isolated means to address environmental issues, but rather as a complex and multifaceted part of a larger system of interacting structures and processes (3) resilience thinking at multiple levels suggests a ‘way out’ of the instrumental/intrinsic split in environmental education and (4) parallels among concepts used in learning theory and social–ecological systems resilience may contribute to discussions of transferability of ideas across disciplines. Whereas the authors are overwhelmingly positive about the potential contributions of environmental education and learning to resilience, in this endpiece to the special issue we offer cautions in suggesting the need to look for counter examples and to be concise in the use of terminology. Finally, we pose several research questions that might guide further work in this area, including: What are the outcomes of different approaches to environmental education relative to resilience attributes, such as social capital and ecosystem services? How do environmental education programs situated in management practice impact learning and values at the level of individuals and organizations? What role do different types of environmental education play in governance? Keywords: resilience social–ecology systems learning theory environmental education adaptive capacity systems Introduction Throughout its history, the field of environmental education has evolved in response to changes in societal values. For example, in response to concerns about lack of attention to issues of economic and social equity, the field has moved toward incorporating aspects of education for sustainable development. Today, as society is faced with global environmental change on an unprecedented scale, envi- ronmental education again is called upon to reexamine its approaches. In short, the *Corresponding author. Email: mek2@cornell.edu