In 1974, a handful of folks interested in helping people build a new sense of relationship with the earth formed an organization that, much to their surprise, would end up having a significant impact upon the nature of outdoor learning in our societies. There were seven charter Associates: Jim Wells, Dick Bozung, Harry Hoogesteger, Oliver Gillespie, Donn Edwards, Brenda Slickman, and myself.

I was on the faculty of George Williams College at the time and decided to put together a series of Acclimatization (ACC) workshops at our Lake Geneva Campus in southern Wisconsin. Needing some help, I invited Jim Wells and Pat Walkup, who had worked with me at the summer camp where ACC had its origins, to come to Lake Geneva to assist with that effort.

Large enthusiastic groups, made up of leaders and teachers from across the country, turned up for those initial sessions and sparked the first interest in forming some sort of association. In addition, National Geographic magazine carried a story on our work about the same time, and Acclimatizing was released shortly thereafter. Week by week it became more and more obvious that a formal base of operations was needed to continue developing and sharing the ACC idea. Finally, using some of the royalties from the first books, we set up shop in the ACC Workshops Office, and the rest, as they say, is history. Over the years, those seven original Associates have increased to a working core of 150 volunteer representatives, plus hundreds of other kindred spirits in major branches in the United States, Canada, Britain, France, Australia and New Zealand.

Although the intent from the beginning was to build an organizational home for a particular school of thought about nature education, as opposed to becoming merely another umbrella group, the institute has now outgrown other professional associations in the field to become the world's largest group of educators devoted to helping people live more lightly on the earth.

Our model programs for 10-12 year olds (Sunship Earth, Earth Caretakers, Earthkeepers) already reach tens of thousands of learners annually, while the development of SUNSHIP III (ages 13-15) will be completed this year, and the piloting for Lost Treasures (ages 8-9) will begin.

In short, it is probably no exaggeration to say that our work has literally changed the face of nature education. Twenty years ago, when Acclimatization was first released, many of the things that are now taken for granted in this field, simply were not included in most educational offerings. Victorian nature study with its emphasis upon identification and collection, along with a smattering of nature crafts, survival techniques, and Sputnik-induced interest in experiments (plus the usual capturing and dissecting urges), dominated the outdoor learning scene. The Acclimatization program was widely recognized as a major new approach, the first real breath of fresh air in the field in a long time.

Here are a few of the institute's pioneering thrusts in nature education (some of which may still be ahead of their time):

	developing "acclimatization" immersing techniques
	building carefully-crafted, structured programs
	emphasizing pri8mary ecological concepts
	using solitude experiences as regular, integral parts of a program
	avoiding labeling and quizzing strategies
	utilizing extensive props and "magic" in total educational experiences
	creating educational "hookers" and "organizers"
	designing programs that must be completed back at home and school
	instituting specific tasks and pledges for changing environmental habits
	publishing and distributing complete program packages
	establishing an international series of training workshops and conferences
	accrediting quality programs and centres
	developing a worldwide network of program leaders and educators

It's hard to believe, but prior to the institute almost none of these existed in any substantial, organized sense in the general area of outdoor learning. And what's really amazing is that we did all this without the usual funding. There were no government contracts, no foundation grants, no industry sponsorships -- just the personal energies and contributions of our volunteer staff Associates who refused to give up their dream of a new way to educate people about the natural world. And after all these years, their generosity and commitment still sustain us.

Today, The Institute for Earth Education is a nonprofit, grass roots association made up of an international network of individuals and member organizations. Our primary work is to support the design, development and dissemination of specific educational programs that change people's view of their home, the planet earth, and the way they interact with it. Our primary funding comes from the sale of our materials, fees from our workshops, dues from our members, and small contributions from our annual appeal.

How do we differ from other environmental groups? No other organization in this field exists solely to develop and disseminate quality educational experiences. True, lots of groups have created collections of supplemental materials, but as you have seen, we are supporting the creation of complete programs. Lots of groups serve as umbrella organizations for those with a wide ranger of outdoor or environmental interests and intentions, but we are chartered primarily for those interested in the educational process. Lots of gorups are working on the present problems, but we are preparing people to deal with the future ones. We are convinced that focused educational programs must serve as the seedbed n the years ahead for the personal change and advocacy necessary to preserve this fascinating planet we share.

We believe:

	Earth education should be a separate and distinct part of every school curriculum, youth program and adult organization.
	Understanding basic ecological concepts (and their meaning in our daily lives) is too important to leave to a chance lesson or activity or talk.
	Heightened feelings for the natural world combined with increased understandings about its systems and communities form the foundation for positive environmental action.
	Learning experiences in our field should include more "M & M's" (magic and meaning) and less "N & N's" (names and number) and take place primarily in natural settings.
	All environmental programs should require their participants to begin making personal improvements in their own environmental habits, while insuring that their leaders and sites serve as models themselves.
	Earth education is a serious task, but getting to know the earth should be a lifelong adventure full of wonder and joy.

If you share such beliefs, please contact us for a packet of membership information. We think you will find many kindred spirits in our growing earth education family.

Continue... The Earth Education Tree

Earth Education... A New Beginning Copyright © 1990 The Institute for Earth Education. All Rights Reserved.