A five-participant dialogue is constructed using Kollmuss and Agyeman's (2002) model of pro-environmental behaviour, Stern's (2000) coherent theory of environmentally significant behaviour, the Hart and Nolan (1999) and Rickinson (2001) critical reviews of the environmental education research literature and this repondent's views. The dialogue demonstrates how metatheoretical development might selectively sensitize and circumstantially advance the practical aspirations of environmental education.
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Phillip G. Payne (2002) studied this question.
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