| Sumario: | The writers examine the role of education in environmental assessment (EA), pinpoint the array of techniques employed to conduct EA education, and devise a rationale for the concept of critical EA education. They assert that in order to elucidate the role that education can potentially perform in the EA process, consideration of the theories of critical pedagogy and transformative learning can be used to arrive at the concept of critical EA education. Through consideration of the recent Manitoba EA case in Canada involving the Pembina Valley Water Supply System, they present empirical support for critical EA education. They contend that nonparametric statistical analysis of variables operating in the Pembina Valley case indicate strong correlations that endorse the principles of critical EA education.
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