"A civilization able to envision God and the afterlife and embark on the exploration of space, for heaven's sake, can surely find a way to save the ecological integrity of this planet."

--  E.O. Wilson

As we developed the Foundation’s mission and primary initiatives, we conducted research into studies about how Americans view environmental issues.  The surprising results made us believe even more strongly in our Foundation and in its potential for being a positive force for change.

There is a growing need to inform and inspire the public….

	Humans have changed ecosystems more rapidly and extensively in the last 50 years than in any other period. Growing demands for food, fresh water, timber, fiber and fuel are resulting in substantial and largely irreversible loss in diversity of life on Earth.  The state of the world’s fisheries and fresh water, especially, cannot sustain current, much less future, demands. 1
	While 61% of Americans say the effects of global warming have already begun, just a little more than a third say they worry about it a great deal, a percentage that is roughly the same as the one Gallup measured 19 years ago. 2
	For more than two decades a Gallup poll has asked the public if protection of the environment should be given priority even at the risk of curbing economic growth.  The public is almost equally divided between prioritizing the environment and prioritizing economic growth or developing new energy supplies. Given such a split in public opinion, it should not be surprising that the political response has been inaction, as politicians attempt to avoid alienating either side of the energy-versus-environment debate. 3
	Studies done by Roper and the National Environmental Educational and Training Foundation show that Americans have a fairly high, and mostly inaccurate, opinion that they know more about the environment than they actually do.  Very few people understand the leading causes of air and water pollution or how they should be addressed. In fact there is a steady pattern of environmental ignorance even among the most educated and influential members of society. 4
	A recent environmental education report prepared by the U.S. National Science Foundation indicated that one of the most compelling challenges of our time is to enhance the public’s access to and understanding of complex environmental information.  Informal Science Education via museums, zoos, parks, nature centers, media and community and citizen-scientist partnerships  could provide the knowledge that people need to make informed decisions about the environment as it relates to their personal, work and community lives.” 5
	85% of American adults think that environmental education contributes to building respect for people and places, and encourages children to get involved in community service-work. 6
	Environmental concepts are taught by 96% of teachers, according to an April 2008 survey conducted by National Science Teachers Association.  Representing elementary grades through high school, teachers responding to the survey said they devote between 20 to 50 hours each year to the subject.  The top environmental issues they focus on in the classroom are recycling, water quality, energy conservation and alternative energy uses, habitat loss, and climate change. Almost 60% of the 669 teachers who responded to the survey reported they incorporate more environmental issues and concepts in their classroom today compared to four years ago. 7
	Youth who receive instruction in both environmental issues and action strategies assume personal responsibility for realizing their values.  Such a sense of responsibility increases confidence and self esteem.  It also helps them feel part of “something larger than themselves.” 8
	By the time they enter high school, more than 80% of U.S. students have decided that they are not interested in science careers.  The National Science Foundation and others take the view that environmental themes could be used to help attract students to careers in scientific and technical areas.  Several studies indicate that the environment, when used as an integrating concept, often improves student interest, attitude, achievement and attendance in school. 9

1 Coyle, Kevin, 2004, Understanding Environmental Literacy, National Environmental Education and Training Foundation.
2 Gallup’s Environmental Poll 2008
3 Chief Economist Dennis Jacobe for Gallup in an article at  www.gallup.com/poll/105715/Half-Public-Favors-Environment-Over-Growth.aspx
4 Coyle, Kevin, 2004, Understanding Environmental Literacy, National Environmental Education and Training Foundation.
5 Pfirman, S., and the AC-ERE, 2003, Complex Environmental Systems:  Synthesis for Earth, Life and Society in the 21st Century, A report summarizing a 10-year outlook in environmental research and education for the National Science Foundation, January 2003.
6 2000 NEETF/Roper Survey.
7 Volk, T and B McBeth (1999).  Environmental Literacy in the United States, North American Association for Environmental Education, Rock Spring, GA.
8 Iozzi, L. and Marcinkowski, T., (1990).  Assessment of learning outcomes in environmental education.  In M. Maldeague (Editor), Methods and Techniques for evaluating environmental education. UNESCO, Paris.
9 Pfirman, S., and the AC-ERE, 2003, Complex Environmental Systems:  Synthesis for Earth, Life and Society in the 21st Century, A report summarizing a 10-year outlook in environmental research and education for the National Science Foundation, January 2003.