"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
	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. In March 2003, 47% of respondents to the national poll agreed that protection of the environment should be given priority. This represents a decline from 54% in March 2002; 57% in March 2001; and 67% in January 2000. 2
	A decade ago, 17 percent of Americans thought that pollution was necessary to preserve jobs; now the number is 29 percent. 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
	A 1998 research study on creating environmental literacy and stewardship found that activities outside the classroom (or field trips) can have a significant effect on students’ environmental literacy.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 Coyle, Kevin, 2004, Understanding Environmental Literacy, National Environmental Education and Training Foundation.
3 Coyle, Kevin, 2004, Understanding Environmental Literacy, National Environmental Education and Training Foundation.
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.