Hall also admits that changes do not come easily, but that in a society that is based on respect for the individual and the will of the majority, there is only one way that deep change will occur -- through "education in the broadest sense: education in the schools at all levels, education in nonformal setting..., education in adult settings..., education through the news media, education through popular literature, films, theatre, art, even dance and music." (Hall 365)

She goes on to state that the goals, the teachers and their curriculum must be carefully chosen to develop "ecological literacy," to gain an overall appreciation of life in all its manifestations, to counteract an advertising industry by providing a "sober view of the world, but without inducing despair," and to learn how to live as caring stewards of our world, rather than consumers of it. (Hall 366)

In contrast, "Green" believes that a crisis on a revolutionary scale may convince the public that alterations to existing policies are necessary and it is up to organizations concerned with green alternatives to have developed well-though-out directions, plans for actions and restructuring of present conditions to save the world. He does state that this requires ecologically minded organizations to come to terms with the possibility of ecological crises and to deal realistically with that possibility, but does not explore how this might be done in such a short period as he envisions (20 years). "Green" calls that person, who is a "practical idealist... accepting of her fear... without being possessed by it" a "clear-sighted possibilist." (Green 117)

He goes on to describe the fervor of the new activist as not so involved as to neglect their spirituality, but to know that need for change is urgent: "biotechnology, global warming, overpopulation,...

come from (and wastes go to), and with what other effects." But "Green" goes on to point out that one cannot hope for much from the general public and as rules and regulations have had little effect on controlling the ethics of humanity, that a powerful ecocentric vision of green virtue cannot live hand in hand with those who are not virtuous. He says green citizens must act skillfully and cunningly (quoting Jesus and Buddha, among others), yet with morality. (Green 121)
Hall makes the statement that "all education involves environmental education" (Hall 371) to reinforce a point where she disagrees radically with "Green," that children can sense the disfunctionality in a badly ordered society in the contradictions they encounter in an uninspired classroom, where "the seeds of emancipatory thinking... rise up through cracks in the flooring... Or drift in through open windows." (Hall 368).

Green," on the other hand, has stated that, though some believe that human beings will just naturally 'do the right thing'; they instead "create new patterns of resistance," and "moral character which is appropriate... For genuine citizenship... has to be authoritatively inculcated. (Green 118) Hall continues at length to develop a case for moral education based upon reason, teaching strategies and resources, and calls it the "moral perception approach," and never revisits her statement of bad education creating a morally sensitive citizen.

Works Cited

Hall, Pamela C. Environmental Education in a Democratic Society.

[Author]. Green Citizenship.