In reviewing the results of international conferences on environmental problems and environmental education conflicting interests and world views of third world and industrialised countries are elaborated. However, certain conceptions of formal schooling itself as an environmental problem are considered bridging the gap. From an analysis of both mainstream and minority environmental education materials and of their underlying strategies three conclusions are derived: (1) Environmental education should link formal schooling with out-of-school informal education. (2) Abstract knowledge of environmental networks and global problems should be subordinated to the experience of local environmental action. (3) Differing from international recommendations of integrating environmental education into the school curriculum a particular environmental subject should be established. For reducing school-based alienation of students from their surroundings spill-over effects are expected from teaching environmental education separately.
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